Skripsi - Pebriyanto

THE CORRELATION BETWEEN STUDENTS’ MASTERY OF SIMPLE
PAST TENSE AND THEIR WRITING ABILITY IN RECOUNT TEXT

AT THE FIRST SEMESTER OF THE EIGHTH GRADE AT SMPN 3
BANDAR LAMPUNG IN THE ACADEMIC YEAR 2020/2021
(A Thesis)
Submitted As a Partial Fulfillment of Requirements of S1-Degree
By:
PEBRIYANTO
NPM : 1611040325
Advisor : Dr. Melinda Roza, M.Pd

Co-Advisor : Septa Aryanika, M.Pd
Study Program : English Education
TARBIYAH AND TEACHER TRAINING FACULTY

STATE ISLAMIC UNIVERSITY OF
RADEN INTAN LAMPUNG
2021
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ABSTRACT
Writing is one of the useful language skills to convey ideas and messages directly.
To produce good writing, it requires good grammar skills. This research is deal to
find Is there a positive correlation between students’ past tense mastery and their
writing ability in recount text at the first semester of the eighth grade of SMP N 3
Bandar Lampung in the academic year of 2020/2021. It is aims to find out:
wheter is a positive correlation between students’ past tense mastery and their
writing ability in recount text at the first semester of the eighth grade of SMP N 3
Bandar Lampung in the academic year of 2020/2021.
This research is deal to find out the correlation between students’ simple past
tense mastery and writing recount text ability. This research was conducted by
using correlation quantitative research method. 30 students of eighth grade at the
first semester academic year 2020/2021 were taken as the sample of this research
by cluster random sampling. The instrument to collect the data of this research
were test which contained 20 questions of collect the data of simple past tense
mastery test and two different topics to writing recount text.
From the result of the hypothetical test was 0.612 ,the result of the data analysis
showed the coefficient correlation between the two variable is 0,000. It was
obvious that the value of significance generated Sig. (P) = 0.000 < a =0.05 it
means that the Sig.value lower than 0,05 and the alternative hypothesis was
accepted. The conclusion of this research is that there is high correlation between
students’ simple past tense mastery and their ability writing recount text at the
first semester of the eighth grade of SMPN 3 Bandar Lampung in the academic
year of 2020/2021.
Keyword: Correlation, Simple Past Tense, Writing, Recount Text.
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DECLARATION
Hereby, I State This Thesis Entitled “THE CORRELATION BETWEEN
STUDENTS’ MASTERY OF SIMPLE PAST TENSE AND THEIR WRITING
ABILITY IN RECOUNT TEXT AT THE FIRST SEMESTER OF THE EIGHTH
GRADE AT SMPN 3 BANDAR LAMPUNG IN THE ACADEMIC YEAR
2020/2021” is completely my own work, I am fully aware that I have quoted some
statement and theories from various sources and they are properly acknowledged
in the text.
Bandar Lampung,
Declared by,
Pebriyanto
NPM. 1611040325
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MOTTO
َ ‫ فَاِ َذا فَ َر ۡغ‬٦ ؕ ‫ اِ َّن َم َع ۡالع ُۡس ِر ي ُۡسرًا‬٥ ‫فَاِ َّن َم َع ۡالع ُۡس ِر ي ُۡسرًا‬
‫ت‬
ۙۡ ‫ص‬
٧ ‫ب‬ َ ‫فَ ۡان‬
For indeed, with hardship will be ease. Indeed, with hardship will be ease. So
when you have finished your duties, then stand up for worship. (Qs. Al-Insyirah:
5-7)1
1
Al-Qur’an 3 Bahasa: Arab, Indonesia, Inggris, (Depok: Al-Huda Kelompok
Gema Insani) Al-Insyirah: 94, p.596.
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DEDICATION
From the bottom of my heart, this thesis is lovingly dedicated to everyone who
cares and loves me. I would like to dedicate this thesis to:
1. Allah SWT who always loves me and keeps me everywhere and everytime.
2. My beloved parents: Mr.Misgiantoro and Mrs.Nanik who always pray for my
life and success, give the good advice and motivation for me to study hard until
now.
3. My beloved sisters and brother: Adrian Okviantoro and Raif Anaqi who always
gives me spirit and suggestion for my success.
4. My beloved friends who always support me to finish this thesis.
5. My beloved Almamater State Islamic University of Raden Intan Lampung.
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CURRICULUM VITAE
The researcher’s name is Pebriyanto. He was born in Yogjakarta on February 04,
1998. He is the first child out of three children of Mr.Misgiantoro and Mrs.Nanik.
He has two brothers which names are Adrian okviantoro and Raif Anaqi.
He began study at SD Negeri 2 Simpang Kanan in 2003 and he graduated in
2009. In the same year, he continued her study to SMP Muhammadiyah 2 Gisting
and graduated in 2012. After that he continued to study at SMA Negeri 1
Sumberejo in 2012 and graduated in 2015. After graduating from senior high
school in 2016 he continued her study in Raden Intan State Islamic University
Lampung (UIN) as the student of English Study Program of Tarbiyah and Teacher
Training Faculty.
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ACKNOWLEDGEMENT
Praise be to Allah SWT, the Almighty God, the most Merciful, and the most
Beneficent, for His blessing so that the researcher can finish the thesis. Sholawat
be to our prophet Muhammad SAW, with his family and followers. The thesis
entitled “The Correlation Between Students’ Mastery of Simple Past Tense And
Their Writing Ability In Recount Text At The First Semester Of The Eighth
Grade At SMPN 3 Bandar Lampung In The Academic Year 2020/2021” is
submitted as compulsory fulfillment of the requirements for S1 degree of English
study program at Tarbiyah Faculty, Raden Intan State Islamic University
Lampung.
The researcher would like sincerely thank to the following people for their idea,
times, guidances, support and many valuable things from various sides:
1. Prof, Dr. Hj. Nirva Diana, M.Pd, the Dean of Tarbiyah and Teacher Training
Faculty, State Islamic University of Raden Intan Lampung.
2. Meisuri, M.Pd, the Chairperson of English Education Study Program of State
Islamic University of Raden Intan Lampung.
3. Dr. Melinda Roza, M.Pd as the advisor for his guidance, help and countless
time given to the researcher to finish this thesis.
4. Septa Aryanika, M.Pd, as the Co-advisor who has always patiently guided, and
given countless time for the researcher to finish this thesis as well.
5. Devi Sasmega, S.Pd, the English teacher in SMP N 3 Bandar Lampung for
being helpful during the research process and giving suggestion during the
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research.
6. All lecturers of English Department of Raden Intan State Islamic University
Lampung, who have taught the researcher since the first year of her study.
7. My bestfriend Wildan Kusuma, Jejen Kurniawa, Imron Zaenury, Alimudin,
Irvan Kurniawan And Dwi Bagas. Thank for your help, support and motivation
in every condition.
8. My beloved Friends (Abdur Rohman, Giri Agung utomo, M.Rido pratama, Tri
optaria) who always give support, accompany him to share a lots of happiness,
sadness, cheerfulness that we share together. Thank for being nice friends.
9. All friends of the English Department of Raden Intan State Islamic University
Lampung, especially beloved friends in Class G year 2016 for all sweet
memories in 4 years we are together.
10. All of people who have completed the researcher’s life. Thank you.
Finally, none or nothing is perfect and neither is this thesis. Any correction
comments and criticism for the betterment of this thesis are always open heartedly
welcome.
Bandar Lampung, September
2021
The Researcher,
Pebriyanto
NPM. 1611040325
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TABLE OF CONTENTS
COVER..............................................................................................................i
ABSTRACT.......................................................................................................ii
APPROVAL......................................................................................................iii
ADMISSION.....................................................................................................iv
DECLARATION..............................................................................................v
MOTTO.............................................................................................................vi
DEDICATION..................................................................................................vi
CURRICULUM VITAE...................................................................................viii
ACKNOWLEDGEMENT................................................................................ix
TABLE OF CONTENTS.................................................................................xi
LIST OF FIGURES..........................................................................................xiii
LIST OF TABLES............................................................................................xiv
LIST OF APPENDICES..................................................................................xv
CHAPTER I INTRODUCTION....................................................................1
A. Background of the Problem..................................................1
B. Identification of the Problem................................................7
C. Limitation of the Problem....................................................7
D. Formulation of the Problem.................................................7
E. Objective of the Research.....................................................8
F. Significance of the Research.................................................8
G. Scope of the Research..........................................................9
CHAPTER II REVIEW OF RELATED LITERATURE ...........................10

A. Theory...................................................................................10
1. Grammar..........................................................................10
a. Definition of Grammar................................................10
b. English Tenses.............................................................11
2. The Simple Past Tense.....................................................12
a. Definition of Simple Past Tense..................................12
b. The Form of the Simple Past Tense.............................13
c. The Use of the Simple Pat Tense.................................17
3. Writing.............................................................................18
a. Definition of Writing..................................................18
b. Process of Writing........................................................20
c. Aspect of Writing.........................................................21
d. Writing Ability.............................................................23
4. Recount Text...................................................................26
a. Definition....................................................................26
b. Types of Text...............................................................26
c. Features of Language...................................................27
d. Generic Structure of Recount Text...............................28
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e. Example of Recount Text.............................................29

B. Relevant Studies……………………………………………30
C. Correlation between Students’ Mastery of Past Tense and

Their Ability in Writing Recount Text……………………..32
D. Frame of Thinking………………………………………….35
E. Hypothesis............................................................................37
CHAPTER III RESEARCH METHODOLOGY..........................................38

A. Research Design...................................................................38
B. Variables of the Research....................................................39
C. Operational Definition of Variables.....................................39
1. Students’ Simple past tense Mastery...............................39
2. Students’ Writing Ability.................................................39
D. Population and Sample.........................................................40
E. Data Collecting Technique ..................................................42
F. Research Instrument ............................................................42
G. Scoring Instrument................................................................44
H. Research Procedure .............................................................46
I. Validity and Readibility........................................................48
J. Data Analysis........................................................................48
CHAPTER IV RESULT AND DISCUSSION................................................50

A. Data Description...................................................................50
1. Data Analysis...................................................................50
2. Students’ Simple Past Tense Mastery..............................50
3. Students’ Writing Ability in Recount Text......................51
4 . Result of try out Validity..................................................52
5. Result of Readibility........................................................54
6 . Result of Normality..........................................................56
7. Result of Linearity...........................................................57
B. Correlation between Students’ Simple Past Tense
Mastery and Ability in Writing Recount Text .....................58
1. Result of Hypothetical Test..............................................58
2. Hypothesis Testing...........................................................69
C. Discussion ...........................................................................60
CHAPTER V CONCLUSION AND SUGGESTION...................................65

A. Conclusion............................................................................65
B. Suggestion............................................................................66
REFERENCES …………………………………………………………….... 68
APPENDICES …………………………………………………………….....71
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LIST OF TABLES
Table 1. Students’ Score of Grammatical (Past Tense) Mastery at Eight

Grade of SMP N 3 Bandar Lampung....................................................5
Table 2. Students’ Score of Writing Ability at Eight Grade of

SMP N 3 Bandar Lampung...................................................................5
Table 3. The Form of Simple Past Tense............................................................15
Table 4. Irregular Verb........................................................................................17
Table 5. Scoring Scale for Evaluating Students’ Narrative Writing Ability......23
Table 6. The Number of the Students at the first semester of the eighth
Class SMPN 3 Bandar Lampung in the Academic Year of
2020/2021.............................................................................................40
Table 7. The Specifications of test simple past tense mastery before

Validation..............................................................................................43
Table 8. The Specifications of test simple past tense mastery after

Validation..............................................................................................44
Table 9. Result of try out validity test................................................................53
Table 10. Result of Readibility............................................................................55
Table 12. Result of Normality Test.....................................................................56
Table 13. Result of Linearity Test.......................................................................57
Table 14. Result of Product Moment Pearson Correlation.................................58
Table 15. Criteria of Correlation Coefficient......................................................60
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LIST OF DIAGRAM
Page
Diagram 1: Score of simple past tense mastery test............................................ 51
Diagram 2: Score of writing recount text test..................................................... 52
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LIST OF APPENDICES
Appendix 1. Guideline Interview for the English Teacher...............................69
Appendix 2. The Result Inteview of English Teacher......................................70
Appendix 3. Syllabus........................................................................................71
Appendix 4. Instrument of Simple Past Tense Mastery Before validation......78
Appendix 5. Instrument of Simple Past Tense Mastery after validation..........85
Appendix 6. Instrument of Writing Recount Paragraphs.................................89
Appendix 7. Expert Validation instrument of Simple Past Tense Mastery......90
Appendix 8. Expert Validation instrument of writing recount text..................91
Appendix 9. Result of Readibility.....................................................................92
Appendix 10. The Students’ Name Sample of the Research............................96
Appendix 11. The Students’ Scores of Writing Recount Text.........................97
Appendix 12. The Students’ Scores of Simple Past Tense Mastery.................98
Appendix 13. The Statistics Result ..................................................................99
Appendix 14. The Result of Normality............................................................100
Appendix 15. The Result of Linearity..............................................................100
Appendix 16. The Result of Hypothetical Test................................................100
Appendix 17. Documentation...........................................................................101
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1
CHAPTER I
INTRODUCTION
A Background of the problem
English becomes a subject that applies to our education system in Indonesia.
Thus, it is important to master English at all levels of communication.
Concerning the students have to be able mastery English, it has four language
skills such as listening, speaking, reading, and writing. Writing is one of the
language skills that should be mastered by the students during the teaching and
learning process.
As one of the language skills, writing is quite complex. As proposed by Brown
that writing is an activity that is complex since it involves many skills, such as
deciding what to write, determining the best way to convey it, and determining
the way to put the ideas into a paper as a text which are understandable for the
readers to read.2 It means that writing is one of the difficult English skills. It
because we should consider many components of writing for instance, arranged
the words to be sentences and paragraphs.
Writing is a skill in which we express the ideas, feelings, and thoughts
arranged in words, sentences and paragraphs using eyes, brain and hand.3 In
addition, writing is a productive skill that can be done by following the rules or
2
H.Douglas Brown. Teaching By Principle An Interactive Approach To Language Pedagogy.
Second edition. (New York: Prentice Hall,2001).p.18
3
Raimes in Imelda wardani, Hasan Basri, Abdul Waris. Improving the Ability in Writing
Descriptive Text through Guided-Question Technique. E -journal of English Language Teaching
Society(ELTS), vol. 02. No.01 (2014).
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step by step.4 From this explanation, it can be concluded that writing is an
activity carried out in several stages and produces writing that has clear
meaning or purpose.
In relation to writing, since it is an active and productive skill that students
learn to write in a foreign language. Having ideas only is not enough for the
students. They need to arrange the ideas in such a way that they will make
sense for the reader. This process of arranging ideas requires the mastery of
grammar. Grammar is the rules of how words are combined, arranged, or
changed to show certain kinds of meaning.5 Grammar deals with the form of
sentences and smaller units such as clauses, phrases, and words.6 To produce
great writing, the component of grammar is one of the kind aspects that
important to write. By learning grammar students can express meanings in the
form of phrases, clauses and sentences. 7 It can be concluded that grammar is
aspect of writing that has a major role to arrange the sentences of writing.
One aspect of language is grammar. Grammar can change its forms and can be
combined into sentences in that language. 8 Also, it enables people to
understand the very words they are reading as well as to speak or write words
or sentences of their own.9 In short, grammar plays an important role in
4
Jack C Richards, Willy a Renandya, Methodology in Language Teaching: an Anthology of
Current Practice (Cambridge: Cambridge University Press, 2002), p. 315
5
M Swan, Practical English Usage. 3rd Edition. (Oxford:Oxford University Press, 2005).p.19
6
Roedney Huddleston & Goeffrey Pullum, A Students’s Introduction to English Grammar.
(New York: Cambridge University Press,2010).p.1
7
Adrian Doff, Teach English: A Training Course for Teachers (14th Ed). (Cambridge:
Cambridge University Press,2000).p.56
8
Harmer.Op.Cit. p.12
9
Richard Veit, Discovering English Grammar. (Boston: Houghton Mifflin. 2000). p.26
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English, especially in writing skills. It is relevant to the statement by Purpura
who points out that grammar plays a central role in language teaching, as it
influences the success of foreign language learning.10 It means that grammar
seems to influence all the English skills.
As mentioned above, to write a text correctly, the students should master
grammar. It is because grammar also plays a significant role in enhancing
students’ writing skills. It is strengthened by Saadian & Sadegh’s opinion that
grammar allows learners to put their ideas into coherent sentences. The
students can be success in a written form.11 In addition, Morenberg states that if
the students have good mastery of grammar, they can manage words to become
fully understood sentences.12 In other words, by learning grammar, learners can
transfer meanings in the form of phrases, clauses and sentences.
In line with the previous statement, Erkan and Saban state that writer’s
compositions and low knowledge about grammatical are the most challenging
for the students.13 It can be concluded that if students have enough mastery of
past tense it became to make a good writing of recount text and vice versa. In
other words, tense between mastery of grammar especially past tense and
writing ability always correlate. In this case, simple past tense refers to
complete the action that occurred in the past.

10
James E Purpura, Assessing Grammar. (Cambridge: Cambridge University Press,2004).P.78
11
H Saadian & M Bagheri, The Relations Between Grammar And Vocabulary Knowledge And
Iranian EFL Learners’ Writing Performance. International Journal Of Language Learning And
Applied Linguistics World.Vol.7.2014
12
Max Morenberg, Doing Grammar. (New York: Oxford University Press, 2009).p.108
13
D. Y Erkan & A I Saban. Writing Performance Relative To Writing Apprehension, Self-
Efficacy In Writing, And Attitudes Towards Writing: A Correlation Study In Turkish Tertiary-
Level EFL. Asian EFL Journal, Vol.5 no.4. 2011. p.165
4
Based on the curriculum, there are so many kinds of text that are learned by the
students during the learning process such as narrative, descriptive, recount,
procedure, etc. In this case, a recount text is a text that telling the reader about
one story, action or activity.14 In other words, the story of the recount is type of
texts which retells about event or experience in the past. It aims to entertain or
inform readers or hearers. It is supported by Anderson that recount text use past
tense.15 Therefore, the simple past tense is often found in the recount text which
contains past tense in the writing process.
Based on preliminary research at SMP N 3 Bandar Lampung, the researcher
interviewed the English teacher namely Ms. Devi Sasmega, S.Pd. As the result
of the interview, she said that the students did not good enough in writing
related to recount text. She stated that her students confused when asked to
write recount text by making their ideas. Writing recount text was one of the
problems in the eighth grade students at SMP N 3 Bandar Lampung. Some
students commonly had some difficulties in choosing suitable tenses with the
situation they wrote. If the students knew in choosing the tenses, it could make
them easier in writing good recount text. Also, some of them sometimes forgot
to change the past tense verb used in a recount. For example, the verb ends in-d
or-ed as a regular verb, but there are also some irregular verbs used in the past
tense. In short, they had a problem in choosing the correct past form. Besides,
14
Emi Emilia. Pendekatan Genre Based dalam Perngajaran Bahasa Inggris: Petunjuk untuk
Guru.( Bandung: Rizqi Press, 2011). p.92
15
Mark Anderson & Kathy Anderson. Text Types in English 1 and 2. (South Yarra:Macmillan
Education Australia, 1997). p.55
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it can be proved by looking at students’ English score in writing test and past
tense mastery in the table below:
Table 1
Students’ Score of Grammatical (Past Tense) Mastery at Eighth Grade of
SMP N 3 Bandar Lampung
Class
Score Total Percentage
A B C D E F
<73 12 15 18 20 16 14 103 54,6%
>73 17 15 12 8 13 16 73 45,4%
Total 29 30 30 28 29 30 176 100%
Source: Document of SMP N 3 Bandar Lampung
Based on table of students’ scores of simple past tense mastery at the eighth
grade SMP N 3 Bandar Lampung, it showed that there were 103 of 176 total
numbers of the students with the percentage 54,6% got score under 73. It
indicates that most of the students still lack grammatical of simple past tense
mastery.
Table 2
Students’ Score of writing ability at Eighth Grade
of SMP N 3 Bandar Lampung
Class
Score Total Percentage
A B C D E F
<73 17 20 22 15 19 18 103 64%
>73 12 10 8 13 10 12 73 36%
Total 29 30 30 28 29 30 176 100%
Source: Document of SMP N 3 Bandar Lampung
In addition, based on the table above, it was found that 103 of 176 students got
the score below the criteria of minimum mastery, while the other 73 students
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got scores above the criteria. This means most of the students still got
difficulties in writing ability.
There are some previous studies relevant to this research. The first was
conducted by Siti Meutia Sari entitled “A Correlation between Simple Past
Tense Mastery and Writing Narrative Text Mastery”. 16 The difference between
the first previous research by Siti Meutia is the study used narrative text but
this researcher focused on personal recount text.
Another research conducted by Aninda Khairunisa entitled “The Correlation
between Students’ Grammar Mastery and Writing Skill”.17 Then, the
differences the second previous research is used grammar mastery that focused
on simple present also the text used expository. Whereas this research used
simple past tense and personal recount text.
Thirdly, research conducted by Tiyas Evi Hidayah entitled “A Correlation
between Students’ Mastery of Past Tense and Their Achievement in Writing
Ability”.18 Last, the differences the third previous research is used regular verb
of past tense. Meanwhile, this research limited the use of an irregular verb of
past tense. In brief, the novelty of this research involves simple past tense that
used an irregular verb and personal recount text.
16
Siti Meutia Sari, A Correlation between Simple Past Tense Mastery and Writing Narrative
Text Mastery. Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Vol. 11, No 1. English
Department, Graha Nusantara University, Indonesia. 2020
17
Aninda Khairunisa, The Correlation between Students’ Grammar Mastery and Writing Skill.
E-Journal of English Language Teaching Society (ELTS) Vol.6 No.3. 2018
18
Tiyas Evi Hidaya, A Correlation Between Students’ Mastery of Past Tense and Their
Achievement in Writing Ability. English Teaching Joural: A Journal of English Literature,
Linguistics, and Education.Vol.6, No.1.2018
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Based on the explanation above, the researcher considered that this problem is
appropriate to investigate, remembering the benefit which can be taken from
the research activity. Therefore, this proposal entitled: “The Correlation
between Students’ Mastery of Simple Past Tense and Their Writing Ability in
Recount Text at The First Semester of The Eighth Grade at SMP N 3 Bandar
Lampung in The Academic Year 2020/2021”.
B. Identification of the Problem
Based on the background of the research above, the researcher has identified
the problem as follows:
1. The students’ grammar mastery is still lack.
2. The students do not master the use of the irregular verb form of simple past
tense.
3. The students get difficulties writing recount text properly.
4. The students found difficulties in choosing tenses to write recount text.
C. Limitation of the Problem
Based on the identification and syllabus of eighth grade, the researcher focused
on grammatical in writing ability in recount text. The grammar limited to the
verb of irregular of the simple past tense of students’ grammar mastery. Also,
the recount text limited to a personal recount. It because based on the syllabus,
personal recount is type of recount that commonly used by students to write.
D. Formulation of the Problem

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Based on the explanation above, the formulation of the problem is: “Is there a
positive correlation between students’ simple past tense mastery and their
writing ability in recount text at the first semester of the eighth grade of SMP
Negeri 3 Bandar Lampung in the academic year of 2020/2021?”
E. Objective of the Research
The objective of this research is to identify whether there is a correlation
between students’ simple past tense mastery and their ability in writing
recount text in the second semester of the eighth grade of SMP Negeri 3
Bandar Lampung in the academic year of 2020/2021.
F. Significance of the Research
This research hopefully gave a contribution to the process of teaching and
learning English for the following below:
a. For the writer
By doing the research, the researcher hopes to get more information to
identify the problem in both past tense mastery and writing ability. As a
candidate teacher in the future, this research will be useful for him as well.
b. For the Students
The result of this study provided a reference and reflection for students so
that their past tense mastery, as well as writing recount text ability, could be
improved then the students can increase scores in learning recount text and
tenses especially past tense.
c. For the Teacher

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English teachers can use this result as feedback on teaching writing recount
text and past tense. Teacher gets some information about tenses and writing,
can be as guidance when their students facing some problems in mastering
both of them.
d. For other researchers
The result of this research can be a consideration and a piece of additional
information for other researchers who was conducted any further studies in
the same field.
G. Scope of the Research
The scopes of the research as follows:
1. Subject of Research
The Subject of the research was the students of the eighth grade of
SMP Negeri 3 Bandar Lampung.
2. Object of Research
The Object of the research was the students’ writing ability in recount
text and their simple past tense mastery.
3. Time of Research
The time of research was conducted at the first semester in the academic
year of 2020/2021.
4. Place of Research
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The place of this research was at SMP Negeri 3 Bandar Lampung.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theories
1. Grammar
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a. Definition of Grammar
Grammar is the description the words which can change their form and can
be concentrated into sentence in that language it assumed by Harmer.19 This
means that grammar as the rules that very important element when someone
communicating or speak with others.
Grammar is used to mean the analysis of a language system, and the study
of grammar is not just considering an essential feature of language learning,
but it is think to be sufficient for learners to actually acquire another
language.20 It means that, in each conversation people have to use a
grammar correctly to make sure other people understand what they are
talking about.
Additionally, grammar allows us to construct and symbolize the more
elaborate meanings of complex expressions (like phrases, clauses, and
sentences). It is thus an essential aspect of the conceptual apparatus through
which we apprehend and engage the world. And instead of being a distinct
and self-contained cognitive system, grammar is not only an integral part of
cognition but also a key to understanding it.21 The statement above shows
that when they communicate each other, they attempt to avoid a
misunderstanding and misinterpretation
19
Jeremy Harmer. The Practice of English Language Teaching. (London: Longman, 2001),p.12
20
Geoffry Broughton, et. al.Teaching English as a Foreign Language. ( New York: Taylor and
Francis e-library, 2003), p.7
21
Ronald W. Langacker, Cognitive Grammar: A Basic Introduction (New York: Oxford
University Press, 2008), p. 3-4.
12
In brief, grammar is needed in learning and using language, especially in
writing. Without having a sufficient grammar, one cannot communicate
effectively or express idea in both oral and written form. It is clear that
grammar is important to be mastery, because with grammar the student can
convey their ideas and communicate well each other.
b. English Tenses
In learning grammar, English language learners need to know how grammar
works. Other languages such as, Indonesian language has no tense but of
course it can still talk about time using different methods. In English, the
use of tense is a method that uses to indicate time. It is supporting statement
by Ron Cowan proposes that tense in verb expresses the time that an action
occurs in relation to the moment of speaking.22
In line with statement above, Riyanto states that tense is used to show the
relation between the actions or state described by the verb and the time,
which is reflected in the form of the verb, and used to locate an event or
state to a point of time. 23 Which means that, tense is a system which uses to
refer to time; past, present and future.
Tenses generally express time relative to the moment of speaking. Edward
says that tense is a form of a verb that show the time of an action or
condition. If someone wants to talk about tense, he or she may not escape
22
Ron Cowan.. The teacher’s Grammar of English. (New York: Cambridge University Press.
2008) p.350
23
Slamet Riyanto, The 1st Students Choice TOEFL. Yogyakarta: Pustaka Pelajar. 2006. p.15
13
from grammar because tense is part of structure. Grammar may be roughly
defined as the way a language manipulates and combines words in order to
form longer units of meaning.24 It is clearly necessary to understand how the
grammar rules work and using it to communicate.
2. Definition of Simple Past Tense
a. The Simple Past Tense
The simple past tense generally expresses events or situations that existed or
happened at a particular point in the past. They began and ended in the past.
Thus, they have nothing to do with the present. In terms of definition,
different linguists define the simple past tense differently. However, the
definitions are more or less the same which indicates definite events
happened in the past.
The simple past tense indicates time terminating in the past, whether a time
word is given or not it is supported by Marcella.25 This means that past tense
is used talk about activities or situations that began and ended at a particular
time in the past.
In the line with Marcella, the simple past tense expresses actions carried out
prior to the time of speaking and frequently occurs with expressions that
indicate a specific point in time, such as yesterday, a week ago, last
24
Edward, E. Wilson, Writing and grammar Communication in Action. USA: Prentice-Hall,Inc.
2001. p.520
25
Marcella Frank, Modern English: Exersices for Non-native Speakers, Part I: Parts of Speech.
New Jersey: Prentice-Hall, Inc. 1997.p.49
14
Monday, at four o’clock, in the morning, on Tuesday and so on. 26 It is
implied that simple past tense is to define an event which occurred and also
was finished in the past time.
In addition, Riyanto assumes that the simple past tense is used to talk about
many kinds of past events, short, quickly, finished actions and happening,
longer situation, and repeated events. 27

In brief, past tense is an activity or
situation that begins, happens, and ends in the past, whether the time signals
are mentioned or not and the result is not relationship with action in the
present.
b. Form of the Simple Past Tense
Simple past tense is form by adding -d or -ed for regular verbs, and for
irregular verbs is form with irregular ways. Some grammarians have
explanation about the form of simple past tense. According to Veit, “the
simple past is formed by adding -d or -ed to the present form, examples:
talk/talked, bake/baked, and need/needed. In contrast, irregular (or strong)
verbs form the past is irregular ways: do/did, have/had, take/took, and
get/got. Linking verbs are even less regular, with multiple forms in both
present tense (am, are, is) and past tense (was, were).” 28 It means that
regular form in simple past tense is formed by adding suffix d/ed and in
form it uses verb past to identify the form. In normal sentences, past tense
26
Betty S. Azar, English Grammar 4th Edition. New Jersey. Prentice Hall.Inc. 2011. p.24
27
Slamet Riyanto, Op.Cit., p.165
28
Richard Veit, Discovering English Grammar,(Boston: Houghton Mifflin
Company,1986), p.150
15
uses to be was/were as a predicate.
The formula in simple past tense contains three parts: affirmative, negative,
and interrogative. Based on the statement above can formulate it as follows:
Table 3
Form of Simple Past Tense
VERBAL SENTENCES NOMINAL SENTENCES
I,She, He,It + was +C They, We,
S+ V2 +O
You + were+C
Positive
Example: Example:
form (+)
1. She worked Yesterday 1. She was busy yesterday
2. She went to your 2. They were busy
house yesterday yesterday
I, She, He, it+ Was not (wasn’t)
S + did not + V1+O +C They, We, you + Were not
(weren’t)+C
Negative Example: Example:
form 1. He didn’t work 1. She was not busy yesterday
(-) yesterday 2. They were not busy
Was + I,She, He, It
yesterday
Interrogative Did + S + V1 +O+? +C+? Were + they,
form(?) We, you +C+?
Example: Example:
1. Did he work yesterday? 1. Was she busy yesterday?
2. Were they busy
yesterday rd
Source: Betty Schrampfer Azar, Fundamental of English Grammar 3 Edition
Almost all the sentences using verb, include simple past tense. The verb
devided into 2 forms there are regular verb and irregular verb. Here is the
explanation about regular and irregular verbs, according to Murphy:
1. The Simple Past in Regular Verb
All regular verbs took an- ed ending in the past tense. Moreover, there are
some spelling rules in regular verbs. Those are as following:

16
a. If the simple form of a verb ends in -y after a consonant, change the -y to
i and add -ed. Examples: try/ tried, carry/carried, dry/ dried
b. If the simple form of a one syllable verb ended in consonant + a vowel +
a consonant, double the final consonant and add -ed. Examples: plan/
planned, stop/ stopped
c. If the simple form of a two syllable verb ended in a consonant + a vowel
+ a consonant, double the final consonant only if the syllable is stressed.
Examples: permit/ permitted, prefer/ preferred, occur/occurred.
d. If the simple form of a verb ended in -e, add only -d. Examples: tie/tied,
change/ changed, live/ lived.
2. The Simple Past in irregular Verb
Many verbs have consonant and vowel changes in the past tense. Based on
the examples above the verb be is the exception in irregular verb. This
irregular verb is used differently than the other irregular verb in affirmative,
negative, and interrogative.29
a. With some irregular verbs, all three forms (base form, simple past, and
past participle) are the same. For example : hit
b. With other irregular verbs, the simple past is the same as the past
participle (but different from the base form). For example : tell-told.
With other irregular verbs all three forms are different. For example :
break-broke- broken.30 Here is the example of irregular verb:
29
Ibid. p.107
30
Raymond Murphy, English Grammar in Use with Answer, (Cambridge:
Cambridge University Press, 1985), p.192
17
Table 4
Irregular Verb
V1 V2 V1 V2
Fall Fell Meet Met
Feed Fed Ring Rang
Feel Felt Run Ran
Fly Flew See Saw
Go Went Sell Sold
Get Got Sleep Slept
Give Gave Speak Spoke
Grow Grew Teach Taught
Have Had Tell Told
Hold Held Understand Understood
Know Knew Win Won
Source: Basic English Grammar for English Language Learner
Frank stated that “the simple past tense is made by adding -ed in regular
verbs, internal change in regular verb (subject + verb + -ed) or (irregular past
form). It is often accompanied by such explanations of definite past time as
yesterday, last week, two hours ago, this morning, etc. and irregular verbs
which must be learned and memorize in this case.”31 It is in line with Cowan,
who said that “the form of simple past tense as “simple past tense is
represented by the -ed inflection on regular verbs and by other changes in the
case of irregular verbs.”32 It can be said that the simple past tense is formed
by adding -d/-ed for regular verbs. And for irregular verbs there is no rule on
it and must be learned and mastered by the students.
Seaton and Mew point out “the simple past tense is usually formed by adding
31
Marcella Frank, Op.Cit. p.49
32
Ron Cowan, Op.Cit. p.358
18
-ed to the verb, example: jumped, laughed. The simple past form of some
verbs does not end in -ed, such verbs are called irregular verbs.” 33
c. The Use of Simple Past Tense
Simple past tense had some uses or function. According to Murcia and
Freeman, the use simple past tense bellow:
a. A definite single complete event/action in the past
Example: I attended a meeting of that committed last week.
Word “attended” the meaning is the writer came to meeting last
week, the meeting only once.
b. Habitual or repeated action/event in the past :
Example : It snowed almost every weekend last winter.
Word “every weekend” in the sentences refer to a something repeat.
c. An event with duration that applied in the past with the implication
that is no longer applies in the present.
Example : Professor Nelson taught at Yale for 30 years. 34
Based on explanation above the researcher takes conclusion that the simple
past tense can be used in three form of the event, that were first when the
event only happened once in the past. Second, if the event happened
repeated in the past or habitual in past because habitual is action which is
done by someone one more. But the event also ended in the past and not
happened in now or future. And last, if the event has duration in the
33
Anne Seaton and Y H.Mew, Op.Cit. p.100
34
Marriane Celce Murcia, 1984. Op.Cit. p.114
19
past for example job of President, teacher etc.
In short, it could be inferred that basically a sentence consists of three forms
namely affirmative, negative, and interrogative. In the simple past tense,
there is something special to be aware of using verb form included the form
of be. Simple past tense has different form of verb and so the use of be
which depends on the type of person. When using affirmative sentence, it is
a must to have special attention to differentiate regular or irregular verbs
form. It also happens when using negative sentence. As it known, a negative
sentence is usually followed with not and the use of verb one. So do in the
interrogative sentence which is preceded by an auxiliary and the use of verb
one. So that, in this research limited the research to use irregular of simple
past tense mastery.
3. Writing
a. Definition of Writing
The activity of writing is quite complex process. Writing is a combination of
process and product of discovering ideas, putting them on paper and
working with them until they are presented in manner that is polished and
comprehensible to readers.35
Byrne proposed that writing is to produce a chain of sentences set in
particular order and linked together in certain ways. The chain may be very
short perhaps only two three sentences have been putting in order and linked
35
Caroline T. Linse, Pratical English Language Teaching: Young Learners, ( New York:
Mc.Graw Hill, 2005), p. 98
20
together, they form a coherent whole.36 It means that writing is a person's
thoughts or ideas expressed through writing on paper with sentences that
have been arranged and linked together so that they become coherent
sentences.
Writing has its ‘mechanical’ components such as handwriting, spelling,
punctuation, and the building of well-formed sentences, paragraphs, and
text.37 Writing is a way of sharing personal meanings and writing courses
emphasize the power of the individual to construct his or her views on a
topic.38 It means that writing has some rules or mechanical components that
you have to pay attention to and must be applied in writing to be a good
sentence, paragraph, and text. Moreover, writing can be used to share your
ideas, knowledge, opinion, or something such as feeling from someone
meaning and topic of some experience or moment.
Based on the explanation above, there are some arguments of writing from
some experts. This can be concluded that writing is a difficult skill beside
speaking, listening and reading skills. This thing is caused that writing has
an essential role for composing, arranging and analyzing even delivering
ideas to the readers. In this resarch focused to writing ability in recount text.
b. The Process of Writing
36
Donn Byrne, Teaching Writing skill, ( Essex: Longman, 1988), p.1
37
Jeremy Harmer, How to Teach Writing, (Essex: Longman, 2004), p.44
38
Ken Hyland, Second Language Writing, (2 nd Ed), (New York: Cambridge Language
Education, 2003), p.9
21
To start writing, every writer needs a process in writing. We must go
through the writing process because it is part of the stages in writing.
Therefore, there are several stages of writing according to Harmer, it is
following steps below:
1. Planning
In the planning phrase, there are some things that should be conside red
by writers. They are purpose of writing, audience and content structure
(or sequence the facts, ideas, or arguments included) of their writing.
2. Drafting
It is able to refer to the first version of a piece of writing as a draft. The
first go at a text is often done on the assumption that it is going to be
amended later. As the writing process proceeds into editing, a number of
drafts is able to be produced on the way to the final version.
3. Editing (reflecting and revising)
Reflecting and revising are often helped by other readers (or editors) who
comment and make suggestions. Another readers’ reaction to a piece of
writing is going to help the author making an appropriate revision.
4. Final Draft
The final draft is the last product. This is able to be very different from
the first draft that was made. It happens because it has undergone many
changes.39
39
Jeremy Harmer, How to Teach Writing, (Essex: Longman, 2004), p.5
22
From the explanation above, it can be concluded that, with this writing
process, it can be used as a guideline for writers. So that, the concept of
ideas that have been formed in writing can be produced and created
properly.
c. Aspect of Writing
The ability to write is not just an activity of transferring thoughts to form of
writing, but also must be done in writing that is arranged appropriately.
Therefore, it is necessary to have a measurement scale which includes the
aspects to be. According to Tribble, there are five fundamental aspects
which have to fulfill in writing activity and also the measurement
explaination of writing. There are content, organization, vocabulary,
language, and mechanics.
a. Content
Content is about the ideas that used by the students to elaborate the topic.
This aspect consider whether the ideas is relevant to the topic or not, the
ideas is detail or not, and the students use much varieties of ideas or not.
b. Organization
This aspect considers how the students can organize their ideas, it is
related to coherence and cohesion.
c. Vocabulary
This aspect describes that how the students choose the word/idiom and
whether the students use many vocabularies or not.
d. Language
23
This aspect describes about grammar and structure such as: agreement,
tense, number, word order, articles, pronoun, and prepositions.
e. Mechanic
This aspect is related to use spelling, punctuation, capitalization, and
layout correctly.40
Table 5
Scoring Scale for Evaluating Students’ Recount Writing Ability
Area Score Descrption
Content 20-17 Excellent to very good: excellent to very good
treatment of the subject, considerable variety of ideas or
argument; independent through interpretation of the
topic; content relevant to the topic; accurate detail.
16-12 Good to average: adequate treatment of topic, some
variety of ideas or argument; some independent of
interpretation of the topic; most content to the topic,
reasonably accurate detail.
11-8 Fair to poor: treatment of the topic is hardly adequate;
little variety of ideas or argument; some irrelevant
content to the topic; lacking detail.
7-5 Very poor: inadequate treatment of the topic, no variety
or ideas or argument, content irrelevant, or very
restricted; almost no useful detail.
4-0 Inadequate: fails to address the task with any
effectiveness.
Organization 20-17 Excellent to very good: fluent expression, ideas clearly
stated and supported; appropriately organized paragraph
or selections; logically sequenced (coherence); some
connectives used (cohesion)
16-12 Good to average: uneven expression, but main
ideas stand out paragraph or section evident; logically
sequences (coherence); some connectives (cohesion).
11-8 Fair to poor: very uneven expression ideas
difficult follow; paragraph/organization does not help
the reader, logical sequences difficult to follow
(coherence), connectives largely absent (cohesion).
7-5 Very poor: lacks fluent expression, ideas very difficult
to follow, little sense of paragraphing/organization; no
one sense of logical sequence (coherence), connectives
not used (cohesion).
4-0 Inadequate: fails to address this aspects of the task
with any effectives.
Vocabulary 20-17 Excellent to very good: wide range of
vocabulary; accurate word/idiom choice and usage;
appropriate selection to match register.
40
Christopher Tribble, Language Teaching Writing (New York: Oxford University Press,
1996), p.130
24
16-12 Good to average: adequate range of vocabulary;

occasional mistake in word/ idiom choice and usage;
register not always appropriate.
11-8 Fair to poor: limited range of vocabulary; a noticeable
number of mistake in word/idiom choice and usage;
7-5 Very poor: no range of vocabulary, uncomfortable
frequent mistake in word/idiom choice and usage;
4-0 Inadequate: fails to address this aspect of the tas
Language 30-25 Excellent to very good: confident of appropriate

structures, hardly any errors of agreement, tense,
number, word order, articles, pronouns, proposition,
meaning ever obscured.
23-18 Good to average: acceptable grammar but problem
with more complex structures, mostly appropriate
structures; some errors of agreement, tense, number,
word order, articles, pronouns, prepositions, meaning
sometimes obscured.
17-10 Fair to poor: insufficient range of structures with
control only shown in simple construction; frequent
errors of agreement, tense, number, word order, articles,
pronouns, prepositions, meaning sometimes obscured.
9-6 Very poor: major problems with structures-even
simple ones; frequent error of negation, agreement,
tense, number, word order, articles, pronouns,
prepositions, meaning sometimes obscured.
5-0 Inadequate: fails to address this aspect of the task
with any effectiveness
Mechanics 10-8 Excellent to very good: demonstrates full command
of spelling,punctuation, capitalization and layout.
7-5 Good to average: occasional errors in spelling,
punctuation, capitalization and layout.
4-2 Fair to poor: frequent errors in spelling, punctuation,
capitalization and layout.
1-0 Very poor: fails to address this aspect of the task
with any effectiveness.
Based on the explanation, the researcher concludes that writing ability is the
skill to arrange the writing about what you think and what you want to say
in using words to express the ideas feeling, and information or imagination
in the form of written text based on five aspects to measure students’ writing
ability. They are content, organization, vocabulary, language, and
mechanics.
25
In this research, the researcher adopted these criteria to know the result of
the test. The scoring has done by the teacher in the school and the
researcher. The final score:
Content + Organization + Vocabulary + Language + Mechanics
= 20+20+20+30+10= 100
d. Writing Ability
Writing is a complex process, which the students do not only express
thoughts to be understood in a written form but also to recognize the writing
ability of students to make a writing acceptably. Writing ability is the skill
of a writer to communicate and share information with readers.41 In other
words, writing is a process where the students know their writing ability to
make good writing. Each person can express ideas or information to the
readers as communication-related to the topic in written form.
To be a good writer, students must require more attention to their writing. A
writer has to master the components of writing that has been explained
above. As well, to know the students’ writing ability, the teachers should
make a decision what kind of aspects or indicators that used to evaluate and
measure the students’ wriitng ability. On the other sides, there are five
aspects to evaluate the writing by Tribble, among them namely: content,
organization, vocabulary, langauge and mechanic.
41
Sanggam Siahan, Issues in Linguistics, (Yogyakarta: Graha Ilmu, 2008), p.22
26
Harmer states that if we want our students to produce a good writing in
English, we need to teach them how to use punctuation conventions
correctly.42 It means that, before you create or write something the rule and
components that should be mastered in writing. There are some components
of language in writing, includes spelling, punctuation, grammar that
vocabulary. This research focused on writing ability in recount text.
In other words, the researcher concluded that there are five aspects of
writing which must be known to make a good writing. They are: content,
organization, vocabulary, language, and mechanics. In making a good
writing, the students have to attend those five aspects of writing.
4. Recount Text
a. Definition
Recount is type text that list and describe past experiences by retelling event
in the order in which they happened (chronological order). Recounts are
written to retell events with the purpose of informing or entertaining (or
both).43 Recount is a piece of text that retells past events, usually in the order
in which they happened.44 The purpose of recount text is to give the
audience a description of what happened and when it happened.
42
Jeremy Hamer, Op. Cit, p.49
43
Virginia Rojas, Language Features of Seven Writing Genres. (Crawley: Language Consultant
2010) p.10
44
Arifian Rosyadi, Learning Material Junior High School Grade VII, (Surakarta: Teaching
Material Development 2001), p.1
27
Referring to several definitions, the researcher concluded that recount text is
a text which retells event or experiences in the past. It purposes is either to
inform or to entertain the audience.
b. Kinds of Recount Text
There are three kinds of recount text namely personal recount, factual
recount, imaginative of recount explained below:
1. Personal recount
It is retelling an activity that the writer has been personally involved in
and may be used to build the relationship between the writer and the
reader e.g. anecdote, diary journal, personal letter.
2. Factual recount
It is reporting the particulars of an incident by reconstructing factual
information e.g. police reconstruction of an accident, historical recount,
biographical, a science experiment. and autobiographical recounts.
3. Imaginative recount
It is applying factual knowledge to an imaginary role in order to interpret
and recount events e.g. A Day in the Life of a Roman Slave, How I
Discovered Radium.45
It means that, the use of types of recount text is considered for the purposes
of the writing itself. In each types of recount text has its own purpose related
to the story. In this case, the researcher used personal recount because it
aims to make it easier for students to relate personal experiences.

45
Rojas, Op,Cit, p.10
28
c. Features of Recount Text
Language Features are linguistic elements contained in a text. The language
features of a text have differences depending on the form of the text. Rojas
state that recount text uses language features as follows: 46
1. Noun as a personal pronoun such as Hasan, Devy, Dani, etc.
2. Individual Participant, focused on specific participant’s story.
3. Past tense such as went, ate, ran, etc.
4. Time connective and conjuction to squence the events, such as after,
before, then, after taht, etc.
5. Action verb, a verb that shows the events or occurrence, such as stayed,
climbed, killed, etc.
6. Adverb and adverb pharase to show place, time and way, such as.
Based on the description above, the features of language in recount text
consists of noun, individual participant, past tense, time connective and
conjuction action verb, adverb and adverb pharase. Moroever, the use of
features of language differs depending on the types of text, so it can make
student easily to write recount text.
d. Generic Structure of Recount Text
As a kind of text, recount text has its own structure:
46
Ibid
29
1. Orientation
Providing information about who, where, and when; it tells who was
involved, what happened, where the events took place, and when it
happened.
2. Events
It tells what happened in chronological sequence.is describing series of
event usually recounted in chronological order;
3. Reorientation
A personal comment about the event or what happened in the end. It
consists of optional-closure of events/ending and rounds of the sequence
events.47
Related to the explanation above, the generic structure is the way in which a
text is constructed to suit its purpose. The pattern of arranging each type of
text differs from one another. This generic structure difference occurs
because the purpose of the writing or text is indeed different, aimed at
different audiences and readers. In this case, recount text consists of three
parts of generic structures. There are orientation, event, and reorientation.
e. Example of Recount Text
In this research, the researcher provided examples of recount text as
follows:
47
Ken Hyland, Second Language Writing, ( Cambridge University Press: Cambridge, 2003),
p.124
30
My Bad Day on Sunday

Orientation : I had a terrible day yesterday. First, I woke up an hour late
because my alarm clock didn’t go off. Then, I was in such a
hurry that I burned my hand when I was making breakfast.
After breakfast, I got dressed so quickly that I forgot to wear
socks.
Event : Next, I ran out of the house trying to get the 9:30 bus, but of
course I missed it. I wanted to take a taxi, but I didn’t have
enough money.
Reorientation : Finally, I walked the three miles to my school only to
discover that it was Sunday! I hope I never have a day as the
one I had yesterday.48
source: https://ekspektasia.com/contoh-recount-text-pendek/
Based on the explanation about the recount text above, the researcher
concluded that the recount text is a text that tells about event or experiences in
the past. There are three generic structures that should be contained in recount
text, they are orientation, events, and reorientation.
B. Relevant Studies
There are previous studies that relevant to this research. The first studies
conducted by Siti Meutia Sari. The aims of this research are to find out whether
there is a significant correlation between simple past tense mastery and writing
narrative text mastery at the eleventh grade of SMA Negeri 2 Padang
sidimpuan. The sample is taken from the population by random sampling
consists of 44 students. Furthermore, the instrument is used for collecting the
data by giving test to the students. The data analyzed by descriptive and
statistic analysis, by using the formulation pearson product moment. It reveals
that the simple past tense of students is categorized “enough “(64,09) and
48
https://ekspektasia.com/contoh-recount-text-pendek/
31
narrative text of students is categorized “ good “ (71,13 ). After the data had
been gained from the field of the research, the data was analyzed, the writer got
rxy = 0,957 and rtable is 0,304 at the 5 % significant level, rxy is greater then
rtable. It means that the hypothesis is accepted.49
Secondly, previous study is conducted by Aninda Khairunisa. The objective of
this research is to investigate the correlation between grammar mastery and
writing skill of the fifth semester English education study program students of
Tadulako University Palu. This research applied correlational research design.
The sample consisted of 30 students selected by applying random sampling
technique. The data were collected by using questionnaire and tests. In
analyzing the data, the researcher used Pearson’s-Product Moment Correlation
Coefficient and Significance of Coefficient Correlation formula, using 0.05
significant level with 28 (20-2) degree of freedom (df). The result of data
analysis shows that the t-counted (3.533) was higher than the t-table (2.048). It
means that there is a significant correlation between the grammar mastery
andwriting skill of the fifth semester English education students of Tadulako
University Palu.50
Thirdly, the previous research conducted by Tiyas Evi Hidayah. The objective
of the study is to reveal whether there is a correlation between students’
mastery of past tense and their achievement in writing diary. Furthermore, it

49
50
Aninda Khairunisa. The Correlation between Students’ Grammar Mastery and Writing Skill.
E-Journal of English Language Teaching Society (ELTS) Vol.6 No.3. 2018
32
attempts to find out the extent to which the students’ mastery of past tense
affects their achievement in writing diary. This research applied correlational
research design. The sample consisted of 50 students selected by applying
random sampling technique. The instrument by using writing and grammar
tests. In analyzing the data, computed by using Pearson Product Moment
correlation formula. The obtained r value was 0.724, while the critical value of
r for two-tailed test with a = 5% and df = 48 was 0.284. Because r value was
higher than the critical value, the correlation coefficient was significant. Thus,
the null hypothesis saying “There is no correlation between students’ mastery
of past tense and their achievement in writing diary” was rejected. The
obtained regression equation was Y = 18.585 + 0.774 X and the determination
coefficient was 0.525. This indicates that 52.5% of the variation of students’
achievement in writing diary was accounted for by the relationship with their
mastery of past tense, while the remaining 47.5% was probably due toother
relevant factors, which was excluded in this study.51
C. Corelation between Students’ Mastery of Past Tense and Their Ability in
Writing Recount Text
A good writing has produced by an aspect of measurement of writing skill.
Grammar is one of five measurements that play important. Grammar is the
rules of how words are combined, arranged, or changed to show certain kinds
of meaning.52 Grammar deals with the form of sentences and smaller units such
51
Tiyas Evi Hidaya, A Correlation between Students’ Mastery of Past Tense and Their
Achievement in Writing Ability. English Teaching Joural: A Journal of English Literature,
Linguistics, and Education.Vol.6, No.1.2018
52
M Swan, Practical English Usage. 3rd Edition. (Oxford:Oxford University Press, 2005).p.19
33
as clauses, phrases, and words.53 It means that by learning grammar students
can express meanings in the form of phrases, clauses and sentences.
Grammar as the description of the ways in which words can changes their
forms and can be combined into sentences in that language. 54 It is relevant to
statement by Purpura points out that grammar plays a central role in language
teaching, as it influences the success of foreign language learning. It means
grammar seems to be influenced all the English skills. 55 In short, grammar is
plays an important role in English especially in writing skill.
Moreover, the role of grammar becomes more important in the four language
skill especially in writing. But, in fact writing skill in many school is still low.
Writing is difficult to be mastered. It is impossible for the learners to perform
their English well if their grammar is poor. They would be found any
difficulties in expressing or mastreing their language skills because of having
limited grammar. Therefore, grammar mastery must be priority in English
language teaching and learning in writing. Without mastering grammar, the
learners would be difficult to master writing skill.
In relation to the writing, since it is an active and productive skill that students
learning to write in a foreign language. Having ideas only is not enough for the
writers. The writer needs to arrange the ideas in such a way that they will make
53
Roedney Huddleston & Goeffrey Pullum, A Students’s Introduction to English Grammar.
(New York: Cambridge University Press,2010).p.1
54
Harmer.Op.Cit. p.12
55
James E Purpura, Assessing Grammar. (Cambridge: Cambridge University Press,2004).P.78
34
sense for the reader. This process of arranging ideas requires the mastery of
grammar.
As mentioned above, to write text correctly the students should master
grammar. It is because grammar also plays a significant role in enhancing
students’ writing skills. It strengthened with the theory by Saadian & Sadegh
propose that grammar allows learners to put their ideas into coherent sentences.
The students can succeed in a written form. 56 It means that, by learning
grammar, learners can transfer meanings in the form of phrases, clauses, and
sentences. Besides, Morenberg states if the students have a good mastery of
grammar, they can manage words to become fully understood sentences.57
In the line with previous statement, Erkan & Saban state that writers
compositions and low knowledge about grammatical is the most challenges for
the students.58 It can be concluded that if students have enough mastery of past
tense it became make a good writing of recount text and vice versa. In other
words, tense between mastery of grammar especially past tense and writing
ability as always have correlation. In this case, simple past tense refers to
complete action that occurred in the past.
In this case, the researcher analyzed the correlation between students’ mastery
of past tense and their writing ability because for many students writing is
56
H Saadian & M Bagheri, The Relations Between Grammar And Vocabulary Knoeledge And
Irinian EFL Learners’ Writing Performance. International Journal Of Language Learning And
Applied Linguistics World.Vol.7.2014
57
Max Morenberg, Doing Grammar. (New York: Oxford University Press, 2009).p.108
58
35
difficult to be mastered. It can be concluded that if students have enough
mastery of grammar it became make a good writing and vice versa. In other
words, based on the explanation above, between grammar and writing the
researcher assumes about variable probability has correlation. It is because
grammar is one of five criteria on writing measurement.
D. Frame of Thinking
In teaching learning English, grammar mastery becomes a fundmental part
especially in writing skill. In this case, grammar mastery especially simple past
tense is the most important factor to writing in recount text. It is because
mastery of past tense as actions or states that usually occurred or completed in
the past. Grammar enables people to understand the very words they are
reading as well as to speak or write words or sentences of their own.59 It means
that, the role of grammar becomes essential because people have to use a
grammar correctly to make sure other people understand what they are written.
Besides, writing is a complex process. It is supported by Richard and
Renandya state “writing is the most difficult skill for second language and
foreign language learners”.60 To be a good writer, students must require more
attention to their writing. A writer has to master the components of language,
such as spelling, vocabulary, punctuation, and grammar to be successful in
writing. One of aspect of language is grammar. So that, to produce the great
writing in recount students should master past tenses.
59
Richard Veit, Discovering English Grammar. (Boston: Houghton Mifflin. 2000). p.26
60
Richard& Renandya.,Op.Cit.p.303
36
Moreover, Erkan & Saban state that writers compositions and low knowledge
about grammatical is the most challenges for the students.61It can be concluded
that if students have enough mastery of past tense, they can make a good
writing of recount text and vice versa. In other words, tense between mastery
of grammar especially past tense and writing ability as always have correlation.
In this case, simple past tense refers to complete action that occurred in the
past.
Considering the important of grammar in writing ability, the researcher used
recount text as an independent variable. Recount text is a text that telling the
reader about one story, action, or activity.62 In other words, In other words, the
story of the recount is a type of text that retells events or experiences in the
past. It aims to entertain or inform readers or hearers. Therefore, the simple
past tense is found in the recount text that contains past tense in the writing
process. It is a supporting statement by Anderson that recount text use past
tense.63 In adittion, the students require to master grammar especially simple
past tense to write or to arrange the word or sentences in a recount text. If
students have enough mastery of past tense, they can make good writing of
recount text.
61
62
Emi Emilia. Pendekatan Genre Based dalam Perngajaran Bahasa Inggris: Petunjuk untuk
Guru.( Bandung: Rizqi Press, 2011). p.92
63
Mark Anderson & Kathy Anderson. Text Types in English 1 and 2. (South Yarra:Macmillan
Education Australia, 1997). p.55
37
E. Hypothesis
Based on the frame of theory and frame of thinking above, the hypothesis has
been formulated as follow:
Ha: There is a correlation between students’ mastery of past tense and their
writing ability in recount text at the first semester of the eighth grade of
SMP Negeri 3 Bandar Lampung the academic year of 2020/2021.
Ho: There is no correlation between students’ mastery of past tense and their
writing ability in recount text at the first semester of the eighth grade of
SMP Negeri 3 Bandar Lampung in the academic year of 2020/2021.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
In this research, the researcher used correlational research. The researcher
correlated students’ past tense mastery and their ability in writing recount text.
Lodico, et.al also said, correlational research is a quantitative method designed
to show the relationships between two or more variables. 64 Moreover,
according to Fraenkel and Wallen, the purpose of correlational research is to
clarify our understanding of important phenomena by identifying relationships
among variables.65 It can be said the research is to determine whether there is
any correlation or not between two variables.

64
Marguerite G. Lodico, Dean T. Spaulding and Katherine H. Voegte, Methods in Educational
Research: From Theory To Practice, 2nd Edition. (San Francisco, CA: Jossey-Bass, 2010),p. 14
65
Jack C Fraenkel and Norman E Wallen, How to Design and Evaluate Research and
Education, (Singapore: McGraw, 2009), p. 328
38
In this research, the researcher wanted to find out whether there was a
significant correlation between students’ mastery of past tense and their writing
ability in recount text of SMPN 3 Bandar Lampung. The data were taken from
the students’ tests. Finally, the result of the test was classified and analyzed to
know whether there was a correlation of the score both their mastery of past
tense and their writing test.
B. Variable of Research
In this research there are two kinds of variables that investigated:
1. Independent Variable
The independent variable is students’ mastery of simple past tense (X).
2. Dependent Variable
The dependent variable is the student’ ability in writing Recount Text (Y).
C. Operational Definition of Variable
T
he definition of variables is the object of research or a central in the
research.66 In this research, the researcher described the operational definition
of variable as follows:
a. The students’ mastery of simple past tense refers to students’ ability to using
the simple past tense and to changing the irregular verb of simple past tense.
66
Suharsimi Arikunto. Prosedur Penelitian Suatu Pendekatan Prakter. (Jakarta, Rineka Cipta,
2010). p.161
39
Which the indicators as follows:
1. The students are able to use and change irregular verb of simple past
tense of positive,negative,interrogative form in verbal and nominal sentence
b. The students’ writing ability in recount text refers to the students’ ability to
write recount text by using simple past tense and the whole generic structure
properly. The indicators of students’ ability to write recount paragraph were
as follows:
1. The students are able to write generic structure (orientation, events,
reorientation) of recount text correctly and coherently.
2. The students are able to write features (time connectives, conjunction
and, tenses) on the paragraph correctly contains proper content, ith
organization, vocabulary, language, and mechanics.
D. Population and Sample
1. Population of the Research
All individuals which can be the target in research are called
population.67 Besides, according to Arikunto, population is the total number
of the students or the subject of research. 68 Therefore, the population of this
research was the whole first semester of the eighth grade at SMPN 3
Bandar Lampung in the Academic Year 2020/2021 that consisted of 176
Students. Here is the table of the students’ numbers in detail.
Table 6
67
Bambang Setiyadi. Metode Penelitian Untuk Pengajaran Bahasa Asing Pendekatan
Kuantitatif dan Kualitatif. (Yogyakarta: Graha Ilmu, 2006). p.38
68
Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, (14ed), (Jakarta:Rineka
Cipta, 2010),p. 173
40
The number of the students at the first semester of the

eighth class SMPN 3 Bandar Lampung in the
academic year of 2020/2021
No Class Number of Students Total
Male Female
1 VIII A 13 16 29
2 VIII B 13 17 30
3 VIII C 15 15 30
4 VIII D 9 19 28
5 VIII E 12 17 29
6 VIII F 11 19 30
Total 73 103 176
Source: SMPN 3 Bandar Lampung in the academic year of 2020/2021
2. Sample of the Research
The sample is a smaller group selected from a larger population that is
representation of the larger population.69 In other word, sample is smaller
group as part of population and it is also chose as representative data of
whole population. The sample in this research is a part of population that
took to represent the research. To select the sample of the research the
researcher used cluster random sampling technique. It is because the
population of this research was in group and homogeneous. The researcher
has done the step in determining the sample of this research in following
below:
1. First, prepared 6 pieces of paper consisting of six classes, VIII A,
VIII B, VIII C, VIII D, VIII E, VIII F.
2. After that, rolled those pieces of paper and put them into a box.
69
Marguerite G. Lodico, Dean T. Spaulding and Katherine H. Voegte.Op.Cit., p.143
41
3. Then, shook the box until the one rolled paper come out of it. And, the
roller paper came out belong to class B. Therefore, the sample of this
research was class B with the 30 students.
E. Data Collecting Technique
The technique of collecting data is one important aspect of this research. In
collecting the data, the researcher used test as a technique for getting the data.
There qwereqtwo qkinds of qthe qtest:
a. Grammar of The Simple Past Tense test
The qfirst qwas qthe qstudents’ simple past tense qtest, qto qknow qthe qstudents’
qgrammar mastery of simple past tense by qusing qqmultiple qchoices. qThe were
40 qitems qof qthe qtest before tried out.
b. Writing qRecountqText
The qsecond qwas qwriting qrecountqtext qtest. q qTo qmeasure qthe qtest qability qin
qwriting q recount q text q test, theq researcher used ChristhoperqTribble
qmeasurement. qIn qthis qresearch, qthe qresearcher qfocused qon qrecountqtext
qabout holiday and unforgettable experience.
F. Research Instrument
An instrument is a tool for measuring, observing, or documenting data. It
contains specific questions and response possibilities that you establish or
develop in advance of the study. 70 In this research, the researcher gained the
test, by using Google Form and Whats App Group English Class of Eight
70
John W. Creswell. Educational Research: Planning, Conducting, and Evaluating
Quantitative and qualitative research (4th Ed). (New York: PearsonEducation, 2012). p.338
42
Grade of SMP N 3 Bandar Lampung. Google form choosen because of corona
virus situation in Indonesian, to prevent the corona virus, we must mantain
health by doing online learning. There were two kinds of test administered as
follows:
1. Simple Past Tense test
The instrument form of the grammar test is grammar test which consists
multiple-choice with four options: a, b, c and d. It consists of 40 items that
given to the students in non sample class to try out. It aims to know where
the distribution of the items valid or not.
Table 7
The spesification of test simple past tense mastery
before validation
Item number
Indicator Types of Total
s Sentence Odd Even
1,7,19, 8,14,18, 10
Verbal positive 21,35 24,36
3,5,13 22,30 5
negative
interrogative 9, 17 12, 34,38 5

positive 15,25,29 2,4,10, 10
Nominal ,31,39 20,28
negative 23,33,37 32,40 5

interrogative 11, 27 6,16,26 5
Total 20 20 40
In order to know whether the test can be used or not, some criteria should be
considered. The qcriteria qtest qare qvalid. qIn qthis qresearch, qthe qresearcher qalso
qgave qa qtry qout qfor qa qnon-sampel qclass qto qknow qthe qlevel qof qvalidity qand
43
qreadibility qfrom qsimple past tense qmastery qtest. qAfter qthe qresearcher qgave qthe
qtry qout qfor qthe qnon-sample qclass q(VIII qC) qand qdid qthe qvalidity qand
qreliability qtest qfrom qof qthe qtry qout, qthere qwere q20 qvalid qitems.
Table 8
The Spesification of test simple past tense mastery
after validation
Item number
Indicators Types of Total
Sentence Odd Even
1,7,19,21 14,36 6
Verbal positive
3 22 2
negative
interrogative 9, 17 12, 34 4
positive 15,31,39 2,4,10 6
Nominal
negative 40 1
interrogative 6 1
Total 20
After the instrument was valid, the the researcher gave 20 questions of multiple
choices by using google form about simple past tense mastery test to the
students B class, after finish to answer the question then the students submit the
task automatically on google form.
2. Written Test
The written test of recount text conducted to find out students’ witing ability
in recount text. The researcher provided two topics in different day to the
students by using WhatsApp group. The students were free to choose one
topic, ‘Holiday’ or ‘unforgetable experience’. Then, they had chosen one of
the topics to develop into a short recount text composition in their word.
44
After the students finish their task of writing recount text, the students took
a picture of their writing test to submit on WhatsApp group.
G. mScoring qProcedure
qa. qSimple Past Tense qMastery qTest q
In qscoring qvocabulary qmastery, q qthe qideal qhighest qscore q100, qthe qanswer
is qscore q5 qif qit qis qcorrect qand qscore q0 qif qit qis qincorrect, qby qusing qthe
following qformulas:
Notes:
S q q= q qr q× q100
qqqqqqN
S q q= qThe qscore qof qtest
r q q q= qTotal qscore qof qtest
n q q= qThe qtotal qitem.71
b. Writing Recount Text Ability
q In qthis qresearch, qto qevaluate qthe qstudents’ qwriting qscore, qthe qresearcher
qusedqanalytic qrating qscale qadapted qfrom qCristhopher qTribble. qThe qtext qis
qassessed q based q on q the q aspect q of q writing q assessment: q content,
qorganization, qvocabulary, qlanguage, qand qmechanics. There are five scoring
criteria for scoring of writing, they are :
1. Content (the ability to think creatively and develop thoughts)
2. Organization (the ability to write in appropriate manner)
3. Vocabulary (the ability to use of word/idiom)
4. Language (the ability to write appropriate structure)

71
qSuharsimi qArikunto, qProsedur qPenelitian qPendekatan qPraktik q(Jakarta: qRineka
Cipta, q2013), qp.149

45
5. Mechanic (the ability to use punctuation, capitalization, spelling and
layout correctly).72 It means that if the students doing writing, they must
attend five aspects of writing qin qorder qto qmake qa qgood qwriting. q
The qresearcher qconcluded qthat qwriting qability qis qthe qskill qto qarrange qthe
qwriting qwhat qyou qthink qand qwhat qyou qwant qto qsay qusing qwords qor qidea
qby qexpressing qtheir qideas, qfeeling, qinformation qor qimagination qin qthe
qform qof qwritten qtext qbased qon qeach qcomponents qof qwriting qsuch qas:
qcontent, qorganization, qvocabulary, qlanguage, qand qmechanics.
H. Research Procedure
The procedure of the research as follows:
1. Determining the subject of research
The researcher determined sample of the research by using cluster random
sampling. In this research, the subject of research was VIII B class of
the eighth grade of SMP N 3 Bandar Lampung.
2. Determining the instrument of research
This research used the grammar and writing test.
3. Trying out the test
The instruments was tried out to the students before distributes in order to be
more valid.
4. Distributing the instrument
After the instruments of the test have been valid and reliable, the researcher
72
qChristoper qTribble, qLanguage qTeaching qWriting q(Oxford: qOxford qUniversity qPress,
q1996), qp. q130
46
distributed them to the students.
5. Analyzing the data
The data was analyzed by using coefficient correlation Pearson product
moment’s formula to investigate whether there is a positive correlation
between student’s simple past tense mastery and writing ability in recount
text.
I. Validity and Readibility Test
1. Validity of Test
The validity of a test refers to the degree to which an instrument measures
what it is supposed to measure and the appropriateness of specific
inferences and interpretations made using the test scores.73 According
to Ravid, there are several aspects considered to measure validity of test.
They were:
a. Content validity
Content validity describes how well an instrument measures a
representative sample of behaviors and content domain about which
inferences are to be made. In order to establish the content validity of test,
its items are examined and compared to the content of the unit to be tested,
or to the behaviors and skills to be measured.
b. Construct validity
Construct validity is the extent to which an instrument measures and
provides accurate information about a theoretical trait or characteristic.

73 th
Ruth Ravid, Practical Statistic for Educators (4 ed) (Plymouth: Rowman and
Littlefield, Inc, 2011),p.204
47
The process includes administering the instrument to be validated to a
group of people and then collecting other pieces of related data for these
10
same individuals.
c. Internal validity
This research gave some questions to know valid or not the questions that
given for the students. The internal validity used to measure the validity of
the test internal. In this case, this research used SPSS to calculate the data
obtain from the try-out to find the internal validity of each internal.
2. Readibility of Test
Reliability is very important characteristic to have a good test. Reliability
test are consistent and dependable by Brown. Moreover, brown mentions
the reliability is affected by some factors: (1) administration procedure and
conditions, (2) the clarity of the rubrics concerning the various skills are
expected to perform by the tester, and (3) the scoring method. The samples
under the study require to writes recount paragraph based on the picture
series provided.
Alderson and Bachman stated that write scoring method is considered as the
important factor effecting reliability. The test which used as research
instrument should be reliable because the reliability is the requirement of a
good test. Thus, a good test must be reliable and valid.
J. Data Analysis
In this research to analyze the data used parametric statistics. In parametric

48
statistics, there were two assumptions which must be fulfilled; they were
normality test and linearity test.
1. Fulfillment of the Assumptions
Parametric statistical significances tests, such as analysis of variance and
least squares regression, were widely used by researcher in many
disciplines, including statistics parametric test to produce accurate results,
the assumption underlying them such as normality test and linearity test
must be satisfied.
a. Normality test
Normality tests are supplementary to the graphical assessment of
normality.74 In this research, normality test used to know whether the
data normal distribution or not by using SPSS (Statistical Package for
the Social Science).
b. Linearity test
Linearity test used to know the size of the linear relationship
between two variables x and y. before analyzing the data by using
Pearson’s product moment formula. In this research used SPSS
(Statistical Package for the Social Science) to checked out whether
obtain were linear or not. Then checking the result of linearity. If the
result was higher than ɑ, it means that the data were linear.
While the criteria accepted or rejected were:
Ho is accepted if sig ˂ ɑ = 0.05

74
Asghar ghasemi, Shaleh Zahediasl. International Journal : Normality Tests for Statistical
Analysis : A guide for Non-Statisticians. (Tehran : Int J Endocrinol Metab, 2012). p. 2
49
Ha is accepted if sig > ɑ = 0.05
CHAPTER qIV
RESULT qAND qDISCUSSION
A. Data qDescription
As mentioned in the research methodology, the researcher has distributed test
to get the data about students’ grammar of simple past tense mastery and
students’ writing recount text to the students’ at the first semester of the
eighth grade of SMP N 3 Bandar Lampung. qFinally, qafter qcollecting qthe qdata,
qthe qresearcher qanalyzed qthe qdata. qFirst, grammar test of simple past tense
mastery qwas qmeasured qby qmultiple qchoice ,and qsecond,qability qin qwriting
qrecountqtext qwas qassessed qby qusing qChristopher qTribble qscale qrating. qTo
qanalyzed qthe qdata, qSPSS q(Statiscal qPackage qfor qthe qSocial qScience) qversion
q22.0 qused qin qorder qto qget qthe qresult qof qthe q grammar of simple past tense
qmastery, qas qwell qas qthe qresult qof qability qin qwriting qrecountqtext.
1. Data qAnalysis
a. Students’ qsimple past tense qmastery
The qtest qwas qconducted qin qorder qto qknow qthe qstudents’ simple past tense
mastery. qThe qtest qwas qconducted qin SMP N 3 Bandar Lampung on September
10, 2021. The minimum score was 50 and the maximum score was 85.
50
In qthis qcase qthe qstudents’ simple past tense qmastery qis qas qindependent variable
q(x). qTo qknow qthe qstudents’ simple past tense qscore, qthe researcher qgave qtest
to qthe qstudents’. qIn qscoring q simple past tense qtest, the qideal qhighest qscore qis
100, qthe qanswer qscore q5 qif qit qis qcorrect qand score q0 qif qit qis qincorrect.
Diagram 1
The result of Students’ Simple Past Tense Test
Based on the diagram 1, it can be seen that there were 19 students who got
under avarage score and 11 students got good score over avarage score 72
(standard minimum of criteria). Therefore, the frequecies of students get the
low score most dominan than the students who got good score in simple past
tense test.
b. Students’ qAbility qin qWriting qRecountqText q
The qtest qwas qconducted qin qorder qto qknow qthe qstudents’ability qin qwriting
qrecountqtext qtest. qThe qtest qwas qadministered qin SMPN 3 Bandar Lampung on
September 10, 2021. The minimun score was 58 and the maximum score was
83.
51
In this study, students’ writing recount text as the independent (Y) measure
students’ ability in writing recount text, the study used analytic rating scale
adapted from Cristhoper Tribble. The text is assessed based on the aspects of
writing assessment: content, organization, simple past tense, language, and
mechanics.
Diagram 2
The Result of Writing Recount Text Ability Test
Based on the data, there was 1 student got the lowest score which was 58 and 1
student got the highest score which was 83, while the Standard Minimum of
Criteria is 72. Most of them got in between 60-69 there were 15 students. The
second highest scale was between 70-81 scale with a total of 13 students. It can
be seen in diagram 2 above.
b. Result qof Validity Test

There are 40 items used in simple past tense test. The researcher given the test
to 27 students in VIII C as non sample class at SMPN 3 Bandar Lampung. To
analyze the validity of the test, the researcher used SPSS 22.0 program.
52
Before analyse the data the researcher determined R table to get the result.
Junaidi (2014) in admin spss (2016, p.1) explains that the way to determine R
table is based on the sample and the formula for sig 0,05 as follow:
Df = n - 2
N = sample
= 30 - 2
= 28
Then, For sig 0,05 df 27 in r table is 0,36. The result of try out was as follow:
Table 9
Analysis of Simple Past Tense test Try Out Validity
Item Number r-item r-table Result
r hitung r tabel
Item 1 0.56 0.36 valid
Item 5 0.15 0.36 invalid
Item 10 0.64 0.36 valid
Item 12 0.56 0.36 valid
Item 14 0.63 0.36 valid
Item 15 0.48 0.36 valid
Item 17 0.56 0.36 valid
Item 19 0.81 0.36 valid
Item 21 0.82 0.36 valid
Item 22 0.53 0.36 valid
53

Item 31 0.55 0.36 valid
Item 34 0.40 0.36 valid
Item 36 0.39 0.36 valid
Item 39 0.78 0.36 valid
Item 40 0.62 0.36 valid
Based on the result of the try out, there are 20 items was invalid and 20 items
of the simple past tense test was valid. In addition, these only 20 valid items
used as the instrument to collect the data of x and y.
c. Result qof qReadibility qTest
This research is internal consistency reliability is the instrument administered
once, using one version of the instrument and each participant in the study
completes the instrument. The following table is the level of internal
consistency of cronbach Alpha.
Table
A commonly Accepted Rule of Thumb for Describing
Internal Consisency by Using Cronbach Alpha
Cronbach Alpha Internal Consisency
>0,90 Very highly reliable
0,80-0,90 Highly reliable
0,70-0,79 Reliable
0,60-0,69 Minimally reliable
<0,60 Unacceptably low reliability
54
a. Reliability of Simple Past Tense Test
To obtain the reliability of simple past tense test, the researcher used SPSS
22.0 program to find out whether the test was reliable or not.
Table 10
Reliability Statistics of Simple Past Tense Test
Cronbach’sAlpha N of Items
0.951 30
From the table above, it can be seen that the value of cronbach’s alpha is
0,951. It means that the items were reliable, where the value of internal
consistency was 0.951> 0,9 so the reliability of the test was high.
b. Reliability of Writing Test
To find out the reliability of writing test, the researcher used inter-rater
reliability formula because the researcher used two raters in assessing and
giving the score of the students’ ability to write recount paragraphs. Inter-
rater reliability occurs when two or more scorers yield inconsistent scores of
the same test, possibly for lack of attention of scoring criteria, inexperience,
inattention, or even preconceived biases. The researcher compared scores
from two raters (rater 1 and rater 2) in order to find out if the scores were
similar or different. After compared the score, the researcher determined
how close the scores from two raters. To obtain the reliability of the writing
55
test, the researcher used SPSS 22.0 to find out whether the test is reliable or
not.
Table 11
Reliability Statistics of Writing Test
0.812 30
From the table above, it can be seen that the value of Cronbach’s Alpha was
0.812. It means the reliability of the test was highly reliable.
d. Result qof qNormality qTest

The normality test is used to measure wheather the data in simple past tense
mastery and writing recount text were normally distributed or not. In this
research, statiscal computation by using SPSS was used for normality of the
test. The qtests qof qnormality qemployed qare qShapiro qWilk.qThe qcriteria
qacceptance qor qrejection qof qnormality qtest qare:
Ha qis qaccepted qif qSig. q> qα q= q0.05
Ho qis qaccepted qif qSig. q< qα q= q0.05
The qhypotheses qformulas qare:
Ha q= qThe qdata qhave qnormal qdistribution.
Ho q= qThe qdata qdo qnot qhave qnormal qdistribution
Table q12
Normality qof simpe past tense test and writing recount text
56
Tests of Normality
Shapiro-Wilk
Statistic df Sig.
Simple past tense .949 30 .163
Writing recount .959 30 .291
Lilliefors Significance Correction
Based on the table 7, it can be seen that sig (P value) for simple past tense
mastery was .163, sig (Pvalue) for writing recount text was .291. Because sig
(Pvalue) of simple past tense mastery and writing ability of recount text
higher than 0.05, it means Ha was accepted. The conclusion was that the
data in simple past tense mastery and recount text writing ability had normal
distribution
e. Result qof qLinearity qTest

The qtest qwas qintended qto qknow qthe qwhether qthe qdata qobtained qwere qlinear
qor qnot qbecause qthis qwas qbecome qone qof qrequirements qto qbe qable qto qused qfor
qthe qPeason qproduct qmoment qformula. qThe qresearcher qused qSPPS qStatistic
q22.0 qand qthe qresult qwas qfollow q:
Table q13
Result qof qLinearity qTest
qqqqqqqqqqqqqqqqqqq
57
ANOVA Table
Sum of
Squares df Mean Square F Sig.
Writing Between (Combined) 1879.167 16 117.448 1.687 .073

recount Groups
Linearity 1041.188 1 1041.188 14.956 .002
text *
Deviation 837.978 15 55.865 .802 .662
simple
from
past
Linearity
tense
Within Groups 905.000 13 69.615
Total 2784.167 29
Based on table, it can be seen that sig (P value) was 0.662 and ɑ= 0.05. It means
that Sig (Pvalue) > ɑ. The conclusion was that the data were linier.
B. Correlation qbetween qStudents’ qSimple Past Tense qMastery qand qAbility
q in q Writing qRecount qText
1. Result qof qHyphotetical qTest q
After the researcher knew that the data were normal and linear, then the data
were analysed by using Person Product Moment in order to know the
significance. The Hypothesis of this research as follow:
Hₐ: qThere qis qa qsignificant qcorrelation qbetween qstudents’ qsimple past
tenseqmastery qand qtheir qability qin qwriting qrecount qtext qat qthe qfirst qsemester qof
q the eighth grade of SMP N 3 Bandar Lampung in the academic year of
2020/2021.
Hₒ q: qThere qis qno qsignificant qcorrelation qbetween qstudents’ qsimple past tense
q mastery qand qtheir qability qin qwriting qrecount qtext qat qfirst qsemester qof qthe
58
eighth grade of qSMP qN q3 qBandar qLampung qin qthe qacademic qyear qof
q2020/2021.
Table 14
Result of Hypotical Test
Correlations
simple writing
Simple past Pearson Correlation 1 .612**

tense
Sig. (2-tailed) .000
N 30 30
Writing recount Pearson Correlation .612** 1

text
N 30 30
**. Correlation is significant at the 0.01 level (2-tailed).

Based qon qtheoresults qobtained qin qthe qPearson qProduct qMoments’
qFormula, qit qwas qobvious qthat qthe qvalueuof qsignificantggenerated q qSig. q(P
qvalue) q= q0.000 q< qɑ= q0.05. qIn qother qwords, qthe qSig. qvalue qlower qthan q0.05
qand qthe qalternative qhypothesis qwas qaccepted. Thus, it can be concluded
that there was a significant correlation between students’psimple past
tense mastery and their in ability in writing recount text at the first
semester of eighth grade of SMP N 3 Bandar Lampung in the academic
year of 2020/2021.
2. Hypothesis Testing
This sub chapter is the last step in this research to prove whether
the hypothesis proposed by the researcher are expected or not. The result
of the calculated for the first hypothesis shows that the correlation is
59
q 0,612. qThe qcritical qvalue qof qr- qtable qis qfound q0,361. qIt qis qtaken qfrom qthe
q following qformula:
Df: qN-2
DF: Degrees qof qfreedom q
N q: Number qof qPair qData q
Df: q30-2 q= q28
Based qon qthe qtable, qthe qcritical qvalue qof qr-table qwas q0.361 qat qthe
qsignificant qlevel q0.05. qThe qcoeffecient qis qhigher qthan qcritical qof qvalue qr
qtable q(0.612 q> q0.361). qMeanwhile, qfor qthe qfirst qhypothesis, qthe qnull
qhypothesis qis qrejected qand qthe qresearch qhypothesis qis qaccepted. qIt qmeans
qthat qthere qis qa qsignificant qcorrelation qbetween students’ simple past tense
mastery qand qtheir qability qin qwriting recount qtext qat qthe qfirst qsemester qof
qthe qninth qgrade qof qSMP QN 3qBandar qLampung qin qthe qacademic qyear qof
q2020/2021.
qBesides, qbetween students’ simple past tense mastery and their
ability in writing recount text there qwas a high correlation. qThe qvalue qof qr
qwas q0.612, qit qwas qat qthe qlevel qof 0.60-0.79. The criteria that could be
seen to the eighth grade the interpretation of the coefficient as follows:
Table 15
Criteria of Correlation Coefficient
No Interpretation Correlation Coefficient
1 Very High correlation 0.80-1.00
2 High Correlation 0.60-0.79
3 Average Correlation 0.40-0.59
4 Low Correlation 0.20-0.39
60
5. Very Low Correlation 0.00-0.19
Thus, it can be concluded that there was high correlation between
students’ simple past tense mastery and their ability in writing recount text
at the first semeter of the eighth grade of SMPN 3 Bandar Lampung in
the academic year 2020/2021.
C. Discussion
This research was conducted to find out the correlation between students’
simple past tense mastery and their ability in writing recount text. It was
conducted at SMP N 3 Bandar Lampung on September 13, 2021. The sample
of the research was VIII B taken by using cluster random sampling. To
analyse the data, the researcher used SPSS 22.0 (Statiscal Package for Science)
with the formula:
Atqthe qbeginning qof qactivity, the try out test had been conducted by using Google
Form on WhatsApp Group English Class of eighth Grade of SMP N 3 Bandar
Lampung. Google form was chosen due to pandemic situation in Indonesian, to
prevent the corona virus. So, we should keep doing online learning. Try out test
was given to non-sample class it was VIII C with the total 29 students of eighth
grade of SMP N 3 Bandar Lampung.

61
Based qon qthe qresearch, qat qthe qbeginning qof qthe qclass, qthe qtry out qwas
qadministered qto qidentify qthe qvalidity, qreliability, qof qthe qinstrument. qAfter
qknowing qthe qresult, qthe qresearcher qgave qthe qsimple past tense qand qwriting
qrecount qtext qtest. qThe qresearcher qgave 20 qitems qmultiple qchoice qfrom q40 qitems
qthat qhad qbeen qvalidated qfor qsimple past tense qtest qand qalso qgave qthe qstudents
qsome qtopics qfor qwriting qrecount qtext qtest.
The result of this research exposed the correlation between simple past tense
mastery and writing recount text ability. The mean score of simple past tense
mastery test and writing recount text ability test were slightly different. The
qmean qscore qof qsimple past tense qtest qwas 65, qwhile qthe qmean qscore qof qwriting
qrecount qtext qtest qwas 69. Then, qafter qanalyzing qthe qdata qof qnormality qtest, qit
qwas described qthat qthe qdata qwere qnormally qdistributed. qAfter qthe qnormality
qtest, qthe qlinearity qof qthe qdata qwas qanalyzed qand qit qshowed qthat qthe qdata qwere
qlinear.
Based qon qthe qresult qof qPearson qProduct qMoment qtest, it was showed qthat the
qnull qhypothesis q(Ho) qwas qrejected qand qthe qalternative qhypothesis q(Ha) qwas
qaccepted. qIt qmeans qthat qthere qwas qa qsignificant qcorrelation qbetween qstudents’
qsimple past tense qmastery qand qtheir qability qin qwriting qrecount qtext q. qThe qvalue
qof qr qwas q0.612, qit qwas qat qthe qlevel qof 0.60-0.79qwhich qare qconsidered qas qhigh
qcorrelation.
The researcher was agreed with the previous research from Siti Mutia Sari
which the title was “A Correlation between Students’ Mastery of Simple Past
62
Tense and Their Ability in Writing Narrative Text” the objective of his study
was to find the correlation between srudents’ mastery of past tense and
their ability in writing narrative text. The research finding showed that there
was an important correlation between simple past tense mastery and writing
ability. The r value of her research was observed average correlation.75 Then, the
result of Khairunisa’s research also showed that there was a relationship between
students’ simple past tense mastery and their writing skill.76 However, differences
in their research, they only focused in narative text in Senior High School.
In this research, the researcher got the significant correlation and it was
average correlation and from the previous research conducted by Siti Mutia
Sari with the title was “A Correlation between Students’ Mastery of Simple
Past Tense and Their Ability in Writing Narrative Text” she got a significant
correlation where it was average correlation. These two researches had the
same result where both of these researches got average significant correlation
between students’ mastery of simple past tense and their ability in writing
recount text.
Therefore, qit qwas qdecided qthat qbetween qsimple past tense qmastery qand qwriting
qability,q there qwas qa qsignificant qcorrelation, qespecially q simple past tense

75
http://e-journal.hamzanwadi.ac.id/index.php/veles/article/view/1017accessed qon qJanuariq12th,
q2021
76
Nanang qBagus qSubekti, qThe qCorrelation qBetween qSimple past tense qMastery qand
Writing qDescriptive qText qAbility. qJournal qof qEnglish qLanguage qand qLanguage
Teaching, qVol. q1 qNo. q2, q(2017),qp.55
qhttps://jurnal.ustjogja.ac.id/index.php/JELLT/article/view/1872/0 qaccessed qon Januari
November q12th, q2021
63
qmastery qand qwriting qrecount qtext. It is strengthened by Carmen et.al theory
noticed that sentence grammar begins to be considered again as a contribution
for communication, in special for the production of written texts. It shows an
evident attachment to the communicative approach of grammar. This means
that in almost all countries grammar is taught linked to the linguistic skills of
reading, writing or orality, with an especial emphasis in writing. Also, two
tendencies can be observed in the curricula of this countries, that guide the way
in which curricula use sentence grammar to have an impact on written
communication: (i) from sentence grammar to text grammar and (ii) from text
grammar to sentence grammar.77
In addition, incipient attempts are being made to integrate sentence grammar
with text grammar in order to approach written production in a deeper and
more complete way. Hence, Referring to the result of the research finding and
discussion above, it can be concluded that between of simple past tense
mastery ad writing recount text has significant correlation.
Related to the theory of Carmen et.al, it is relevant for the real condition in the
classroom about this “comprehensive approach between grammar and writing
communication because it has systematic practical proposals that may
demonstrate its relevance to support the teaching of writing in school
contexts.”78 qBy qmastering qa qlot qof qsimple past tense, qit qwill qmake students
77
Carmen Sotomayor, Carmen Julia Coloma, Gabriela Chaf, Gabriela Osorio & Elvira
Jéldrez (2019) Grammar and writing in Hispanic American countries and Spain, Research Papers
in Education, 34:1, 84-98, DOI: 10.1080/02671522.2017.1390596
78
Ibid
64
qeasy qto qarrange qor qdevelop qtheir qideas qin qthe qsentence qor qparagraph. After the
researcher analyzed and found out the conclusion of the research, the
researcher hopefully gave the contribution of the research in a better way.
CHAPTER qV
CONCLUSION qAND qSUGGESTION q
A. qConclusion
Based on the result of the data analysis and hypothesis by using product
moment formula, the researcher concluded as follow:
There was a significant correlation between students’ simple past tense mastery
and their ability in writing recount text at the first semester of SMP N 3 Bandar
Lampung in the academic year 2020/2021. It qcan qbe qseen qfrom qthe qresult qof
qthe qdata qcalculation qin qthe qprevious qchapter qwhere qnull qhypothesis q(Ho) qwas
qrejected, qand qalternative qhypothesis q(Hɑ) qwas qaccepted. qIt qis qbecause qrcount q=
0.612 qhigher qthan qrtable q= 0.361. qIt qmeans qthat 0.612 > 0.361, qso qthe qcorrelation
qwas qhigh q. qThe qvalue qof qr qwas 0.612, qit qwas qat qthe qlevel 0.60-0.79.
65
B. qSuggestion
Dealing with the research findings, the researcher offers some suggestion to be
considered as follows:
1. qSuggestion qfor qthe qteacher
a. The teachers have to be selective on choosing a suitable method in
teaching and learning process. It can use any media that supports the
teaching leaning process in order to make it more interesting and
effective.
b. The teacher should give more exercises and attention to the materials that
the students feel difficult.
c. The teacher should encourage the students to realize the importance of
using grammar such as simple past tense and use it in daily life.
q 2. qSuggestion qfor qthe qstudents
a. The students should improve their mastery of simple past tense because
the mastery of simple past tense can improve their ability in writing
recount text.
b. The students should read much as possible in order to enrich their and
support their ability in writing recount text.
3. qSuggestion qfor qFuther qResearchers

66
The researcher expected this research may be useful as a reference for
further research that is related to simple past tense mastery and writin
recoun text. Also, the researcher hopes further researchers can add and
should try to find out various writing genre texts such as narrative,
descriptive, procedure, etc, different aspect of writing or others factor that
influence in writing to make it research more interesting and better.
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70
APPENDICES
APPENDIX 1
Interview Guidelines for The Teacher in The Preliminary Research
1. How long have you been teaching English in SMPN 3 Bandar Lampung?
2. Do you have problems in teaching writing and grammar in your class?
3. How about the students’ ability in writing especially recount text?
4. How about the students’ ability of simple past tense mastery?
5. How did you face the students’ problem in learning process, especially in
writing and past tense mastery?

71
APPENDIX 2
The Result Of English Teacher’s Interview In The Preliminary Research
No. QUESTION ANSWER CONCLUSION
1. How long have you been I have been teaching English The teacher has been
teaching English in in this school since 2012 teaching English for
SMPN 3 Bandar eight years.
Lampung?
2. Do you have problems in Sure, it because writing is not Student interest is still
teaching writing and easy as we think. Most of very low in participating
grammar in the class? students had low interest in in English language
writing in English. They do lessons, especially in
72
not understand and confused writing English and also

to make an approriate grammar.
sentences. Also grammar has
many tenses that make them
has some obstacles to lesson.
3. How about students’Most of the student had still The students’ ability in
ability in writing recount low ability in English skills writing recount text still
text? especially in writing. The lack. They got difficulty
students confused when asked to write by making their
to write the sentences by ideas.
making their ideas. The
students insufficient range of
structures with control only
shown in simple construction
frequent errors of tense.
4. How about students’ Grammar is one of aspect that The students’ do not
mastery in simple past makes them difficult. Because master in simple past
tense? students do not master yet the tense. Especially to
use of the verb form of simple change the form of
past tense and confused to regular and irregular
change the verb into regular or verb.
irregular verb. so that make
the students difficult to write
the sentences correctly.
5. How you deal with I should motivate them to The teacher can give
students’ problem in learn English especially in motivation to the
learning process, writing skill and grammar students. Also, it will use
especially in writing and also. Moreover, I can give the a new strategy in provide
grmmar? more explanation with a new English materials.
method or strategy of the
materials also parcatice with
the relevant sentences.
73
71
APPENDIX 3
SILABUS SMP/MTs
Mata Pelajaran : Bahasa Inggris

Kelas : VIII
Kompetensi Inti :
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.

KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri,
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3: Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4: Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat)
dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah
dan sumber lain yang sama dalam sudut pandang/teori.
ALOKASI
KOMPETENSI SUMBER
MATERI POKOK KEGIATAN PEMBELAJARAN PENILAIAN
DASAR BELAJAR
WAKTU
Teks recount pendek dan Mengamati KRITERIA PENILAIAN 16 JP  Buku

3.1 Menerapkan sederhana tentang Teks
 Siswa menyalin dengan  Tingkat ketercapaian
72
struktur teks kegiatan, kejadian, dan tulisan tangan yang rapi fungsi sosial teks teks wajib
dan unsur peristiwa beberapa teks tentang recount tentang kegiatan,
 Keteladan
kebahasaan kegiatan, kejadian, dan kejadian, dan peristiwa,
Fungsi sosial an ucapan
untuk peristiwa, pendek dan pendek dan sederhana.
dan
melaksanakan Melaporkan, meneladani, sederhana dari berbagai
 Tingkat kelengkapan dan tindakan
fungsi sosial membanggakan, berbagi sumber, dengan
keruntutan dalam guru
teks recount pengalaman, dsb. menggunakan ejaan dan
menyebutkan dan mengguna
dengan tanda baca dengan benar.
menanyakan tentang kan setiap
menyatakan Struktur text  Siswa membaca dan kegiatan, kejadian, dan tindakan
dan (gagasan utama dan mendengarkan teks-teks peristiwa dalam teks komunika
menanyakan informasi rinci) tersebut untuk memahami isi recount. si
tentang
a. Memberikan pesannya. interperso
kegiatan,  Tingkat ketepatan unsur
pendahuluan (orientasi) nal/
kejadian, dan  Dengan bimbingan guru, kebahasaan: tata bahasa,
dengan menyebutkan transaksio
peristiwa, siswa mengidentifikasi kosa kata, ucapan,
orang(-orang) yang nal
pendek dan fungsi sosialnya, struktur tekanan kata, intonasi,
terlibat, tempat, waktu, dengan
sederhana, teks (termasuk a.l. gagasan ejaan, tanda baca,
dsb dari benar dan
sesuai dengan utama dan informasi rinci) kerapihan tulisan tangan.
peristiwa/kejadian/peng akurat
konteks dari setiap teks tersebut.
alaman yang akan  Sikap tanggung jawab,
penggunaanny  Contoh
disampaikan Menanya kerjasama, cinta damai,
a teks dari
Dengan bimbingan dan arahan dan percaya diri yang
b. Menguraikan urutan sumber
4.14 Menangkap menyertai tindakan
kejadian secara guru, siswa menanyakan dan otentik
makna teks menyebutkan dan
kronologis, urut dan mempertanyakan tentang
recount lisan menanyakan tentang  Sumber
runtut. fungsi sosial, struktur teks, dan
dan tulis, kegiatan, kejadian, dan dari
unsur kebahasaan dari setiap
pendek dan c. Menutup dengan peristiwa dalam teks internet,
teks tersebut.
sederhana, memberikan komentar recount. seperti:
73
tentang atau penilaian umum Mengumpulkan Informasi - www.dail

kegiatan, tentang yenglish.c
 Secara kolaboratif, siswa CARA PENILAIAN:
kejadian, peristiwa/kejadian/peng om
mencari dan mengumpulan
peristiwa. alaman yang telah
beberapa teks tentang Kinerja (praktik) - http://
disampaikan (opsional).
4.15 Menyusun teks kegiatan, kejadian, dan americane
recount lisan peristiwa, pendek dan Tugas menganalisis dan nglish.stat
Panjang teks: kurang menghasilkan teks recount
dan tulis, sederhana dari berbagai e.gov/
lebih 6 (tiga) kalimat. tentang kegiatan, kejadian,
pendek dan sumber, termasuk dari files/ae/
sederhana, internet, film, koran, dan peristiwa nyata di resource_f
Unsur kebahasaan
tentang majalah, buku teks, dsb. lingkungan sekitar. iles
kegiatan, (1) Kata kerja dalam
Simple Past tense,  Siswa membaca rujukan dari Observasi: - http://
kejadian,
Past Continuous berbagai sumber, termasuk learnengli
peristiwa,
Tense buku teks, untuk mengetahui (penilaian yang bertujuan sh.britishc
dengan
fungsi sosial, struktur teks, untuk memberikan balikan ouncil.org
memperhatika (2) Kosa kata: kata kerja dan unsur kebahasaan dari secara lebih cepat) /en/
n fungsi sosial, yang menunjuk teks tentang kegiatan,  Observasi terhadap
struktur teks, tindakan atau - https://
kejadian, dan peristiwa, tindakan siswa
dan unsur kegiatan www.goo
pendek dan sederhana. menggunakan bahasa
kebahasaan gle.com/
yang benar dan (3) Adverbia Inggris untuk
 Siswa membaca semua teks
sesuai konteks. penghubung waktu: menyebutkan dan
tentang kegiatan, kejadian,
first, then, after that, menanyakan tentang
dan peristiwa, pendek dan
before, at last, kegiatan, kejadian, dan
sederhana yang telah
finally, dsb. peristiwa, ketika muncul
terkumpul tsb., secara lebih
(4) Adverbia dan frasa cermat dengan cara kesempatan, di dalam dan
preposisional mengidentifikasi dan di luar kelas.
penujuk waktu: menyebutkan:
74
yesterday, last - fungsi sosial setiap teks  Observasi terhadap

month, on Monday, kesungguhan, tanggung
- orang(-orang) yang
an hour ago, jawab, dan kerja sama
terlibat, tempat, waktu,
immediately, dsb. siswa dalam proses
dsb dari
(5) Penggunaan nominal peristiwa/kejadian/pengal pembelajaran di setiap
singular dan plural aman yang akan tahapan.
secara tepat, dengan disampaikan  Observasi terhadap
atau tanpa a, the, kepedulian dan
- urutan kejadian secara
this, those, my, their, kepercayaan diri dalam
kronologis, urut dan
dsb secara tepat melaksanakan
runtut
dalam frasa nominal komunikasi, di dalam dan
- komentar atau penilaian di luar kelas.
(6) Ucapan, tekanan
umum tentang
kata, intonasi
peristiwa/kejadian/pengal Penilaian diri:
(7) Ejaan dan tanda baca aman yang telah
Pernyataan siswa secara
(8) Tulisan tangan disampaikan (opsional,
tertulis dalam jurnal belajar
jika ada)
sederhana berbahasa
Topik - kosa kata, tata bahasa, Indonesia tentang
Peristiwa, kejadian, ucapan, tekanan kata, pengalaman belajar
pengalaman yang terjadi ejaan, tanda baca yang memahami dan
di sekolah, rumah, dan digunakan menghasilkan teks recount
sekitarnya dan yang tentang kegiatan, kejadian,
 Secara kolaboratif siswa
relevan dengan dan peristiwa, termasuk
meniru contoh-contoh yang
kehidupan siswa sebagai kemudahan dan
ada untuk membuat teks
pelajar dan remaja, kesulitannya.
tentang kegiatan, kejadian,
dengan memberikan dan peristiwa, pendek dan
75
keteladanan tentang sederhana untuk mencapai Tes tertulis

perilaku jujur, disiplin, fungsi sosial yang berbeda- Membaca dan menulis teks
percaya diri, kerjasama, beda, dengan struktur teks, yang menuntut pemahaman
dan bertanggung jawab. dan unsur kebahasaan yang dan kemampuan teks
sesuai konteks. recount tentang kegiatan,
Mengasosiasi kejadian, dan peristiwa.
 Siswa membandingkan Portofolio
fungsi sosial, struktur teks,
dan unsur kebahasaan dari  Kumpulan karya teks
beberapa teks recount recount pendek dan
tentang kegiatan, kejadian, sederhana tentang
dan peristiwa, pendek dan kegiatan, kejadian, dan
sederhana yang telah peristiwa yang telah
dikumpulkan dari berbagai dibuat.
sumber tersebut di atas.  Kumpulan hasil analisis
 Siswa memperoleh balikan tentang beberapa teks
(feedback) dari guru dan recount.
teman tentang fungsi sosial,  Lembar soal dan hasil tes
struktur teks, dan unsur
kebahasaan yang digunakan
dalam teks-teks yang mereka
hasilkan.
Mengkomunikasikan
 Siswa membuat beberapa
teks tentang kegiatan,
76
kejadian, dan peristiwa,

pendek dan sederhana yang
ada dalam kehidupan siswa
di rumah, kelas, sekolah,
dan sekitarnya dalam bahasa
Inggris, dengan struktur teks
dan unsur kebahasaan yang
sesuai dengan fungsi sosial
nyata yang hendak dicapai
(melaporkan, meneladani,
membanggakan, berbagi
pengalaman, dsb).
 Siswa berupaya berbicara
secara lancar dengan
ucapan, tekanan kata,
intonasi yang benar dan
menulis dengan ejaan dan
tanda baca yang benar, serta
tulisan yang jelas dan rapi.
 Siswa membicarakan
permasalahan yang dialami
dalam membuat teks tentang
kegiatan, kejadian, dan
peristiwa, pendek dan
sederhana dan
menuliskannya dalam jurnal
77
belajar sederhana dalam

bahasa Indonesia.
78
APPENDIX 4
Instrument of Simple Past Tense Mastery Test Before Validation
Direction: Choose A, B, C, or D for the correct answer.
1. Maria …… to a party last night.

a. go
b. goes
c. went
d. gone
2. She….. in grade 7 last year.

a. was
b. were
c. is
d. are
3. My mother was sick, so I……….go to raka’s house.

a. did not
b. am not
c. does not
d. not
4. Gaga………….. my chair several hours ago.

a. breaking
b. broken
c. brakes
d. broke
5. We ….… quiz last week.

a. did
b. done
c. do
d. does
6. Tiara………….. a beautiful dress in her birthday party last week.

a. wear
b. wore
c. worn
d. wears
79
7. The summer course………….. two weeks ago.

a. begun
b. began
c. begin
d. beginning
8. Sue ………. a taxi to the airport yesterday.

a. taken
b. take
c. took
d. taking
9. ………….…you have an English lesson yesterday?

a. did
b. do
c. are
d. does
10. They…………..a soccer player before the accident happened 5 years ago.
a. were
b. was
c. are
d. is
11. ……………the school empty last Sunday?

a. were
b. do
c. did
d. was
12. They …… busy with their job last weekend.

a. were
b. was
c. is
d. are
13. We ………. listen when she was reading us the story.

a. did not
b. did
c. was not
d. not
80
14. He………….. our anniversary this month.

a. forgotten
b. forgets
c. forgetting
d. forgot
15. My rabbit………… on the grass last night.

a. slept
b. sleep
c. sleeps
d. sleeping
16. I have………….. Andrea Hirata’s book, Laskar Pelangi, last month.

a. read
b. reading
c. reads
d. red
17. Where ………you go yesterday?

a. did
b. do
c. does
d. is
18. Mary…… downtown yesterday.

a. walk
b. walked
c. walks
d. walking
19. He ……………. coffee by Cinta yesterday.

a. drinking
b. drinks
c. drank
d. drunk
20. I didn’t go last Saturday because I ……… ill.

a. was
b. am
c. became
d. were
21. Mozart……….. more than 600 pieces of music.

a. writes
81
b. wrote
c. writed
d. writing
22. I ……. pass the math exam last week.

a. do not
b. did not
c. does not
d. am not
23. I was mad with my boyfriend because he …….. come to my birthday tonight.
a. was not
b. not
c. were not
d. Are not
24. My parents ……….. at home at half past six yesterday.

a. arrived
b. arriving
c. arrive
d. arrives
25. Rina…… the headmaster of my school in 2019.

a. is
b. was
c. were
d. are
26. How many students ……….. there in the class yesterday?

a. are
b. did
c. were
d. was
27. Mother ...................... a rainbow cake last week.

a. make
b. made
c. makes
d. making
28. There ……. a newspaper on this morning.

a. were
b. did
82
c. was
d. are
29. ……….…your brother go swimming last week?

a. are
b. is
c. did
d. does
30. Ann ……… plays tennis this morning.

a. does not
b. was not
c. did not
d. is not
31. She …….. sad last night

a. were
b. was
c. is
d. are
32. I …………..In Solo last week.

a. was
b. am
c. were
d. is
33. Ana : When… you get the flu?

Bayu : When I was walking from the school yesterday.
a. do
b. does
c. did
d. was
34. We ...................... the test yesterday.

a. do
b. did
c. done
d. does
35. She ………. some new people last week.

a. meet
b. met
83
c. meets
d. meeting
36. We ……….. David in town a days ago.

a. see
b. seen
c. seens
d. Saw
37. Hana …… a clever student. She got award from her school.
a. were
b. were not
c. was
d. was not
38. He ............. me an orange last week.

a. give
b. gave
c. giving
d. gives
39. She ........................ her uncle last night.

a. meet
b. meeting
c. meets
d. met
40. …… you have a bad day yesterday?

a. did
b. do
c. does
d. are
84
Answer Key:
1. C 21. B
2. A 22. B
3. A 23. B
4. D 24. A
5. A 25. B
6. D 26. C
7. B 27. C
8. C 28. C
9. A 29. A
10. A 30. C
11. D 31. B
12. C 32. B
13. A 33. C
14. A 34. C
15. A 35. D
16. D 36. B
17. A 37. A
18. B 38. C
19. C 39. A
20. A 40.A
85
APPENDIX 5
Instrument of Simple Past Tense Mastery Test After Validation
Direction: Choose A, B, C, or D for the correct answer.
1. Maria …… to a party last night.

a. go
b. goes
c. went
d. gone
2. She….. in grade 7 last year.

a. was
b. were
c. is
d. are
3. My mother was sick, so I……….go to raka’s house.

a. did not
b. am not
c. does not
d. not
4. Gaga………….. my chair several hours ago.

a. breaking
b. broken
c. brakes
d. broke
5. Tiara………….. a beautiful dress in her birthday party last week.

a. wear
b. wore
c. worn
d. wears
6. The summer course………….. two weeks ago.

a. begun
b. began
86
c. begin
d. beginning
7. ………….…you have an English lesson yesterday?

a. did
b. do
c. are
d. does
8. They…………..a soccer player before the accident happened 5 years ago.

a. were
b. was
c. are
d. is
9. They …… busy with their job last weekend.

a. were
b. was
c. is
d. are
10. He………….. our anniversary this month.

a. forgotten
b. forgets
c. forgetting
d. forgot
11. My rabbit………… on the grass last night.

a. slept
b. sleep
c. sleeps
d. sleeping
12. Where ………you go yesterday?

a. did
b. do
c. does
d. is
13. He ……………. coffee by Cinta yesterday.

a. drinking
b. drinks
87
c. drank
d. drunk
14. Mozart……….. more than 600 pieces of music.

a. writes
b. wrote
c. writed
d. writing
15. I ……. pass the math exam last week.

a. do not
b. did not
c. does not
d. am not
16. She …….. sad last night

a. were
b. was
c. is
d. are
17. We ...................... the test yesterday.

a. do
b. did
c. done
d. does
18. We ……….. David in town a days ago.

a. see
b. seen
c. seens
d. Saw
19. She ........................ her uncle last night.

a. meet
b. meeting
c. meets
d. met
20. …… you have a bad day yesterday?

a. did
b. do
88
c. does
d. are
Answer Key:
1. C 11. A
2. A 22. D
3. A 13. B
4. D 14. B
5. B 15. B
6. B 16. A
7. A 17. B
8. A 18. D
9. D 19. A
10. A 20. D
89
APPENDIX 6
Instrument of Writing Recount Paragraphs Test
Direction:
1. This test is truly for the research.
2. There is no effect on the score of your English subject.
3. This test is for about 60 minutes.
4. Thank you for your participation in doing this test.
Instruction:
1. Write down your name and class on the provided answer sheet!
2. Choose one of the topics below:
a. Holiday
b. Unforgetable experience
3. Write down a recount text consisting at least 3 paragraphs based on the topics
you have choosen. The test includes orientation, series of events, and re-
orientation!
90
APPENDIX 7
EXPERT VALIDATION FORM FOR WRITING TEST
Direction:
For each question, please give your response by thicking () a box representing
your choice.
No. Questions Yes No Comment

1. Do the direction and instruction
of the test instrument clear 
enough?
2. Do the time allocation quite

effective?
3. Do the indicators in the test
instrument covered generic
structure that consist of aim or 
goal, list material needed and
sequence of step measured?
instrument have covered all
aspect of writing that consist of 
content, organization, simple past
tense, language, anad mechanics?
5. Are the topics appropriate? 
General comments
Please give any general comments of suggestion you may have concerning this
test development
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
Validator,
Devi Sasmega, S.Pd

91
APPENDIX 8
EXPERT VALIDATION FORM FOR GRAMMAR TEST
Direction:
For each question, please give your response by thicking () a box representing
your choice.
No. Questions Yes No Comment

1. Do the direction and instruction
of the test instrument clear 
enough?
2. Do the type of question that used

multiple choices appropriate?
3. Do each questions use the

grammar correctly?
4. Do the items question are well

constructed with varied structure?
instrument have covered all form
of simple past tense that consist 
of positive, negative, and
interrogative form sentence?
6. Do the items question relevant
and appropriate for the students 
grade eight?
General comments
Please give any general comments of suggestion you may have concerning this
test development
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
Validator,
Devi Sasmega, S.Pd

92
APPENDIX 9
READABILITY OF THE WRITING TEST
Name
: Class
:
Berdasarkan instrumen test menulis esai, jawab pertanyaan berikut.
No. Pertanyaan Ya Tidak Skala Komentar

(1-10)*
1. Apakah alokasi waktu yang
dibutuhkan pada tes tersebut
cukup efektif?
2. Apakah instruksi dan
petunjuk pada instrumen
sesuai?
3. Apakah topik pada instrumen
sesuai?
4. Apakah anda memahami lima
aspek dalam menulis teks
deskriptif yang terdiri dari
content, organization,
vocabulary, language use and
mechanics?
5. Apakah anda memahami
generic structure dalam
menulis teks deskriptif yang
terdiri dari identification and
description?
6. Apakah minimal komposisi
kata dalam menulis teks
recount sesuai?
*1 menjelaskan bahwa soal mudah untuk dibaca dan 10 menjelaskan

bahwa soal sulit untuk dibaca.
93
APPENDIX 10
READABILITY OF THE SIMPLE PAST TENSE TEST
Name
: Class
:
Berdasarkan instrumen test simple past tense mastery, jawab pertanyaan

berikut.
No. Pertanyaan Ya Tidak Skala Komentar

(1-10)*
1. Apakah alokasi waktu yang
dibutuhkan pada tes tersebut
cukup efektif?
2. Apakah instruksi dan
petunjuk pada instrumen
sesuai?
3. Apakah topik pada instrumen
sesuai?
4. Apakah anda kesulitan
menjawab pertanyaan no 1?
94

*1 menjelaskan bahwa soal mudah untuk dibaca dan 10 menjelaskan

bahwa soal sulit untuk dibaca.
95
APPENDIX 11
THE RESULT OF READABILITY
a. Reliability Statistics of Simple Past Tense Test
0.951 30
From the table above, it can be seen that the value of cronbach’s alpha is
0,951. It means that the items were reliable, where the value of internal
consistency was 0.951> 0,9 so the reliability of the test was high.
b. Reliability of Writing Test
Table 12
Reliability Statistics of Writing Test
0.812 30
From the table above, it can be seen that the value of Cronbach’s Alpha was
0.812. It means the reliability of the test was highly reliable.

96
APPENDIX 12
THE STUDENTS’ NAME SAMPLE OF THE RESEARCH
No. Name Code

1 Afrizal Pratama T-1
2 Amelia Eka Azzahra T-2
3 Ana Septriana T-3
4 Angga Bimantoro T-4
5 Aqnal Lukman Hakim T-5
6 Ari Rama Dina T-6
7 Arnika Lutfiana T-7
8 Arum Nur Meilita T-8
9 Arya Gaung Agraha T-9
10 Aulia Azzahra T-10
11 A'ynun Kurniawati T-11
12 Dewi Martia T-12
13 Dian Puji Rahayu T-13
14 Dwi Aryu Swastika T-14
15 Dwi Juwita Sari T-15
16 Erica Amanda Carolina T-16
17 Fitta Kartika T-17
18 Hani Oktavia T-18
19 Intan Hesti Wira T-19
20 Intan Wigati T-20
21 Julian Sindy T-21
22 Mayang Aulia T-22
23 Menas Minata T-23
24 Muhammad Aldian D.S T-24
25 NovianaAyu Pungkasari T-25
26 Nynda Rizkyanti T-26
27 Pita Ariana Putri T-27
28 Priska Aulia Pratiwi T-28
29 Putri Azzahra T-29
30 Ranti Virgiana T-30
97
APPENDIX 13
SCORE OF WRITING RECOUNT TEXT
Content Organization Vocabulary Language Mechanic Total

No. Code Average
R1 R2 R1 R2 R1 R2 R1 R2 R1 R2 R1 R2
1 T-1 13 14 14 14 13 13 14 15 7 7 61 63 62
2 T-2 14 15 16 15 15 13 14 17 7 6 66 66 66
3 T-3 14 13 12 14 10 15 13 9 7 7 56 58 57
4 T-4 10 13 12 13 12 12 15 16 5 6 54 60 57
5 T-5 16 14 16 15 14 14 20 19 7 7 73 69 71
6 T-6 13 14 14 15 13 14 18 16 6 8 64 67 65.5
7 T-7 16 17 14 15 14 13 16 19 6 7 66 71 68.5
8 T-8 12 14 12 13 12 14 17 18 7 5 60 64 62
9 T-9 12 12 13 14 12 14 17 16 7 7 61 63 62
10 T-10 15 16 14 16 14 15 20 21 7 8 70 76 73
11 T-11 15 14 15 14 12 15 22 22 7 7 71 72 71.5
12 T-12 13 12 10 13 12 12 13 16 5 5 53 58 55.5
13 T-13 15 13 12 10 12 10 14 13 5 4 58 50 54
14 T-14 15 14 14 14 12 14 16 15 3 4 60 61 60.5
15 T-15 16 15 15 16 15 15 18 18 8 7 72 71 71.5
16 T-16 12 12 14 16 15 13 17 16 6 7 64 64 64
17 T-17 16 16 17 16 18 19 24 24 8 8 83 83 83
18 T-18 15 15 14 15 14 14 17 18 8 7 68 69 68.5
19 T-19 16 17 8 14 14 12 19 20 8 7 65 70 67.5
20 T-20 15 16 16 17 13 14 18 17 8 7 70 71 70.5
21 T-21 14 15 13 14 16 14 16 16 7 8 66 67 66.5
22 T-22 15 14 12 15 15 14 17 16 8 7 67 66 66.5
23 T-23 15 17 16 17 17 16 23 23 8 8 79 81 80
24 T-24 16 15 17 16 15 18 18 21 8 7 74 77 75.5
25 T-25 12 16 14 15 16 17 15 14 7 6 64 68 66
26 T-26 14 15 13 16 14 14 17 17 7 6 65 68 66.5
27 T-27 15 16 13 15 14 16 15 16 7 7 64 70 67
28 T-28 16 13 16 14 16 17 18 17 7 6 73 67 70
29 T-29 15 16 16 15 17 16 18 20 8 8 74 75 74.5
30 T-30 15 16 17 15 14 15 18 15 8 7 72 68 70
R1:TheResearcher
R2:The English Teacher
98
APPENDIX 14
SCORE OF SIMPLE PAST TENSE MASTERY
Cod Number of Question and Scales

No. N
e 1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 9 20
T-1
1 50
5 5 0 5 5 0 5 5 5 5 0 0 0 5 0 0 5 0 0 0
2 T-2 55
5 5 5 5 0 0 5 5 0 0 5 5 0 5 0 0 5 5 0 0
3 T-3 70
5 0 5 5 0 5 5 5 0 5 0 5 0 5 5 5 5 5 0 5
4 T-4 65
5 5 5 5 0 0 5 0 0 5 5 0 5 5 0 0 5 5 5 5
5 T-5 75
5 5 5 5 5 5 0 0 5 5 5 5 0 0 5 5 5 5 5 0
6 T-6 55
5 5 5 5 0 0 5 5 0 0 5 5 0 5 0 0 5 5 0 0
7 T-7 75
5 5 5 5 5 5 0 0 5 5 5 5 0 0 5 5 5 5 5 0
8 T-8 65
5 5 5 5 0 0 5 0 0 5 5 0 5 5 0 0 5 5 5 5
9 T-9 80
5 5 5 5 5 5 0 0 5 5 5 5 5 0 5 5 5 5 5 0
10 T-10 5 5 5 5 5 5 0 0 5 5 5 5 5 0 5 5 5 5 5 0 80
11 T-11 5 5 5 5 5 5 0 0 5 5 5 5 5 0 5 5 5 5 5 0 80
12 T-12 5 0 5 5 5 5 0 0 0 5 5 5 0 0 5 5 5 0 5 0 60
13 T-13 5 5 5 5 0 0 5 0 0 5 5 0 5 5 0 0 5 5 5 5 65
14 T-14 5 5 5 5 0 0 5 5 0 0 5 5 0 5 0 0 5 5 0 0 55
15 T-15 5 5 5 5 0 0 5 0 0 5 5 0 5 5 0 0 5 5 5 5 65
16 T-16 5 0 5 5 5 5 0 0 0 5 5 5 0 0 5 5 5 0 5 0 60
17 T-17 5 5 5 5 5 5 5 0 5 5 5 5 5 0 5 5 5 5 5 0 85
18 T-18 5 0 5 5 0 5 5 5 0 5 0 5 0 5 5 5 5 5 0 5 70
19 T-19 5 5 5 5 5 5 0 0 5 5 5 5 0 0 5 5 5 5 5 0 75
20 T-20 5 5 5 5 5 5 0 0 5 5 5 5 5 0 5 5 5 5 5 0 80
21 T-21 5 5 5 5 0 0 5 5 0 0 5 5 0 5 0 0 5 5 0 0 55
22 T-22 5 0 5 5 5 5 0 0 0 5 5 5 0 0 5 5 5 0 5 0 60
23 T-23 5 5 5 5 5 5 5 0 5 5 5 5 5 0 5 5 5 5 5 0 85
24 T-24 5 5 5 5 5 5 0 0 5 5 5 5 0 0 5 5 5 5 5 0 75
25 T-25 5 0 5 5 0 5 5 5 0 5 0 5 0 5 5 5 5 5 0 5 70
26 T-26 5 5 5 5 0 0 5 0 0 5 5 0 5 5 0 0 5 5 5 5 65
27 T-27 5 5 5 5 5 5 0 0 5 5 5 5 0 0 5 5 5 5 5 0
75
28 T-28 5 0 5 5 5 5 0 0 0 5 5 5 0 0 5 5 5 0 5 0
60
29 T-29 5 0 5 5 5 5 0 0 0 5 5 5 0 0 5 5 5 0 5 0
60
30 T-30 5 5 5 5 0 0 5 0 0 5 5 0 5 5 0 0 5 5 5 5
65
APPENDIX 15
99
A. Statistics result of writing recount

text test
Writing Recount
N Valid 30
Missing 0
Mean 69.10
Std. Error of Mean 1.005
Median 69.00
Mode 70
Std. Deviation 5.505
Variance 30.300
Range 25
Minimum 58
Maximum 83
Sum 2073
B. Statistics result of simple past tense

test
Past tense
N Valid 30
Missing 0
Mean 67.83
Std. Error of Mean 1.789
Median 65.00
Mode 65
100
Std. Deviation 9.798
Variance 96.006
Range 35
Minimum 50
Maximum 85
Sum 2035
APPENDIX 16
DATA ANALYSIS
1. The Result Normality Test of simple past tense mastery and writing
recount ability
Tests of Normality
Shapiro-Wilk
Statistic df Sig.
Simple past tense .949 30 .163
Writing recount .959 30 .291
Lilliefors Significance Correction
2 The Result of Linerity Test

ANOVA Table
Sum of
Squares df Mean Square F Sig.
Writing Between (Combined) 1879.167 16 117.448 1.687 .073

recount Groups
Linearity 1041.188 1 1041.188 14.956 .002
text *
Deviation 837.978 15 55.865 .802 .662
simple
from
past
Linearity
tense
Within Groups 905.000 13 69.615
Total 2784.167 29
101
3. Result of Hypotical Test

Correlations
simple writing
Simple past Pearson Correlation 1 .612**

tense
N 30 30
Writing recount Pearson Correlation .612** 1

text
N 30 30
**. Correlation is significant at the 0.01 level (2-tailed).

102
APPENDIX 17
Documentation
1. Data collection activity of students answer of simple past tense mastery in google
form
103
2. Data collection activity of students answer of students’ writing recount text in

google form
104
3. Data collection activity of students’ answer of writing recount text

105
106

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THE CORRELATION BETWEEN STUDENTS’ MASTERY OF SIMPLE

PAST TENSE AND THEIR WRITING ABILITY IN RECOUNT TEXT

Advisor : Dr. Melinda Roza, M.Pd

TARBIYAH AND TEACHER TRAINING FACULTY

Keyword: Correlation, Simple Past Tense, Writing, Recount Text.

Hereby, I State This Thesis Entitled “THE CORRELATION BETWEEN

STUDENTS’ MASTERY OF SIMPLE PAST TENSE AND THEIR WRITING

ABILITY IN RECOUNT TEXT AT THE FIRST SEMESTER OF THE EIGHTH

GRADE AT SMPN 3 BANDAR LAMPUNG IN THE ACADEMIC YEAR

2. My beloved parents: Mr.Misgiantoro and Mrs.Nanik who always pray for my

gives me spirit and suggestion for my success.

4. My beloved friends who always support me to finish this thesis.

5. My beloved Almamater State Islamic University of Raden Intan Lampung.

The researcher’s name is Pebriyanto. He was born in Yogjakarta on February 04,

He began study at SD Negeri 2 Simpang Kanan in 2003 and he graduated in

and graduated in 2012. After that he continued to study at SMA Negeri 1

Grade At SMPN 3 Bandar Lampung In The Academic Year 2020/2021” is

submitted as compulsory fulfillment of the requirements for S1 degree of English

study program at Tarbiyah Faculty, Raden Intan State Islamic University

Faculty, State Islamic University of Raden Intan Lampung.

2. Meisuri, M.Pd, the Chairperson of English Education Study Program of State

Islamic University of Raden Intan Lampung.

time given to the researcher to finish this thesis.

6. All lecturers of English Department of Raden Intan State Islamic University

7. My bestfriend Wildan Kusuma, Jejen Kurniawa, Imron Zaenury, Alimudin,

memories in 4 years we are together.

Bandar Lampung, September

CHAPTER II REVIEW OF RELATED LITERATURE ...........................10

e. Example of Recount Text.............................................29

C. Correlation between Students’ Mastery of Past Tense and

CHAPTER III RESEARCH METHODOLOGY..........................................38

CHAPTER IV RESULT AND DISCUSSION................................................50

CHAPTER V CONCLUSION AND SUGGESTION...................................65

Table 1. Students’ Score of Grammatical (Past Tense) Mastery at Eight

Table 2. Students’ Score of Writing Ability at Eight Grade of

Table 3. The Form of Simple Past Tense............................................................15

Table 4. Irregular Verb........................................................................................17

Table 5. Scoring Scale for Evaluating Students’ Narrative Writing Ability......23

Table 7. The Specifications of test simple past tense mastery before

Table 8. The Specifications of test simple past tense mastery after

Table 9. Result of try out validity test................................................................53

Table 10. Result of Readibility............................................................................55

Table 12. Result of Normality Test.....................................................................56

Table 13. Result of Linearity Test.......................................................................57

Table 14. Result of Product Moment Pearson Correlation.................................58

Table 15. Criteria of Correlation Coefficient......................................................60

Diagram 1: Score of simple past tense mastery test............................................ 51

Diagram 2: Score of writing recount text test..................................................... 52

Appendix 1. Guideline Interview for the English Teacher...............................69

Appendix 2. The Result Inteview of English Teacher......................................70

Appendix 4. Instrument of Simple Past Tense Mastery Before validation......78

Appendix 5. Instrument of Simple Past Tense Mastery after validation..........85

Appendix 6. Instrument of Writing Recount Paragraphs.................................89

Appendix 7. Expert Validation instrument of Simple Past Tense Mastery......90

Appendix 8. Expert Validation instrument of writing recount text..................91

Appendix 9. Result of Readibility.....................................................................92

Appendix 10. The Students’ Name Sample of the Research............................96

Appendix 11. The Students’ Scores of Writing Recount Text.........................97

Appendix 12. The Students’ Scores of Simple Past Tense Mastery.................98

Appendix 13. The Statistics Result ..................................................................99

Appendix 14. The Result of Normality............................................................100

Appendix 15. The Result of Linearity..............................................................100

Appendix 16. The Result of Hypothetical Test................................................100